text:
User talk:Bawar~enwikiversity

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

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

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

title: User talk:Bawar~enwikiversity


text:
User:Alam

Courses I'm interested in

Arabic stream Web Design

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

title: User:Alam


text:
Talk:Aircraft components

As pilots, I imagine, we are all rather familiar with the FAA xxxx Flying Handbook series. As official U.S. Government works these are not protected by any copyright within the U.S. (outside the U.S., however, they may be eligible for foreign copyright. but so far as I have found they are not protected).

Those familiar with these publications would likely agree that they are of limited use in their present form, as most of the information contained is rather basic in nature. However, this series may serve as a wonderful starting point for this Wikiversity School. That said, I encourage all of you to edit the information (just because it was produced by the FAA doesn't mean that it is perfect).

Haugenhaus 02:19, 16 October 2006 (UTC)

title: Talk:Aircraft components


text:
Filmmaking Basics/Animated Storyboard/Cast and Costumes

 * Lesson
 * Lesson #009: Selecting the models for the animated version

 * The pages of this Lesson…
 * Title Page
 * Page 1 - DAZ 3D figures
 * Page 2 - Poser Figures
 * Page 3 - Koshini and Friends

 * Current Location
 * Wikiversity (English) $$\Leftrightarrow$$ Humanities $$\Leftrightarrow$$ Art and Design $$\Leftrightarrow$$ Fine Arts $$\Leftrightarrow$$ Film and Television $$\Leftrightarrow$$ Narrative Film Production $$\Leftrightarrow$$  Course #01 - Learning the Basics of Filmmaking $$\Leftrightarrow$$  WikiU Film School - Lesson #009: Selecting the models for the animated version

Lesson Summary
For the animated version of our movie "Seduced by the Dark Side", we need to select the animated figures. There are only two digital actors in the movie and they are "Old Person" and "Young Person". Since there are thousands of digital puppets compatible with DAZ Studio or Poser, this should be easy, right?

Here are the two problems:

 * The two much be matched in style.
 * The two must be easy to animate.

Personally, I think this should be an old man and a boy about the age of 8 or 9. And to make the figures easy to animate, the figures should not be realistic humans but more cartoon figures.

 * 1. eFrontier
 * Poser 6 comes with adult figures and children. There is no old person and these figures are so realistic, they will be too difficult to animate.

 * 2. DAZ Store
 * DAZ has lots of figures but there is no old person which matches the artwork of a young person. The old man from Poser 3 does not match any young boy.  The best looking young boy is Alexander but there is no older person who matches him.

 * 3. Koshini and Friends
 * There is no boy and there is no old person. The only two matching figures are Koshini and Kiki.  These are slightly cartoon figures which are easy to animated compared to fully realistic figures.

Therefore, we really need to search all possible alternative since if we use Koshini and Kiki, the voices for the animation will be totally different from the voice of Alexander.

This is a major decision here and I think we are going to need the help of some of the Poser and DAZ forums.

(to be continued…)


text:
Portal talk:Ancient Greek

Please make sure and cordinate this with the Center for Language Learning (so they can make everyone aware of this offering. You might also note that there are 5 people signed up there interested in learning Greek). The Jade Knight 04:34, 15 October 2006 (UTC)

Hey, I'm interested in taking this class, If you need a hand I did take one class of Anch Greek in college, it's been a while though. Nortonthe1st.

Im interested also, in taking this course, though im only in 9th grade so i dont think i would be able to contribute as much. Noblelover

disappointed
I was very excited when I saw this offering on Wikiversity. My disappointment knew no bounds when I cam to the realization that only lesson 1 had been entered. When can I expect additional lessons?
 * User:JManning seems to be the one creating material for this topic. Until we get more people, everything is coming slowly. You could help him out if you know some stuff on Ancient Greek.--Rayc 00:24, 22 November 2006 (UTC)

Well, like i said before i don't know that much on Greek, but ill be happy to fix grammar or minor mistakes. noblelover

I have been busy with school work and I haven't been able to work on this site as much as I'd like to but hopefully I will get it done eventually. Sorry for the inconvience. Now that I have winter break I want to get done with a few sections. Joseph Manning 04:02, 16 December 2006 (UTC)

 * Good work Joseph! I'm a tiny bit versed in Ancient Greek through studying the Interlinear Greek/English New Testament and I'd like to develop some resources along those lines for Topic:Biblical Studies (which is a bit of a mess so far, imo). It's a good way to see the language in use and also sheds light on the text itself by revealing it in a more original way. Learning to sub-vocalize the language will be a great help. Thanks for chipping away at this hard topic! • CQ 18:51, 7 August 2007 (UTC)

I am happy to see that some of the groundwork has already been laid for this course, but I really think that the overall format of the project should be revamped. I feel that breathings could be included in the alphabet section, and that accents should be covered in a later lesson, since they aren't terribly important until dealing with lyric poetry.PoBoy321 19:58, 20 May 2008 (UTC)

Greek text editor
The person coordinating this course had mentioned having difficulty entering Greek texts into the computer. There's an excellent program called Sibyllai which lets you enter Greek directly into the computer, with diacritics and everything, and the interface is pretty easy to use after a few setup steps. You can download the program for free at the following website:

http://recursos.cnice.mec.es/latingriego/Palladium/5_aps/enplap17.htm

Hope that helps, and keep at it; I think more people will be coming in as soon as you get more lessons up.

Vocabulary and Excersises
The current course is mainly explanation of the grammer and rules etc. this is the most important thing, definitely, but it is also one of the more difficult. i think the course could be greatly improved by a) having excersises with answers as these build confidence in using what has been learnt, and b) building vocabulary and things to translate as this is the most fun part of learning a language. This method is also the one used in most textbooks. There are also several good online sites which students could be directed to such as this one and this oneStoreye 11:12, 2 January 2007 (UTC)

Wikibooks
I think that this material is organized in a way that would make a great Wikibook. Consider using this material to write one? The Jade Knight 05:42, 3 July 2007 (UTC)
 * I think that after the course is completed it could be compiled into a wikibook, and after that, perhaps Wiki's Greek Grammar!PoBoy321 19:59, 20 May 2008 (UTC)

I started working on the wikibook, but it's going fairly slowly since I don't have a lot of time to work on it. I'm hoping to continue organizing it over the course of the summer. Sulpicia (discuss • contribs) 23:38, 6 May 2013 (UTC)

Καινὴ Διαθήκη Λεξικόν
I'm working (playing) with a Καινὴ Διαθήκη Λεξικόν (New Testament Lexicon). The listing is primed with some Common Greek words that are essential for getting a feel for the language and the Greek New Testament. These examples also demonstrate some fundamental disconnects between Modern English and Ancient Greek that lead to quarrels about even basic heuristic interpretations of the New Testament.

Λεξικόν - Lexicon - (Lexicon):
 * κοινωνία - Koinonia (Koinonia)
 * αγάπη - Agape (Agape)
 * ερως - Eros (Eros)
 * φιλία - Philia (Philia)
 * στοργή - Storge (Storge)
 * θέλημα - Thelema (Thelema)

I'll be working on the pages for the next weeks/months/years. Like the user above came to realize, we can't expect these learning projects to move swiftly, but any interest, feedback or critique will be welcomed. • CQ 03:26, 6 July 2009 (UTC)

Typing Greek text.
You can type Greek text without downloading anything or chaning your keyboard. All you need to do is: Hope this helps. Auxiliary 11:37, 3 September 2009 (UTC)
 * 1) Open control panel from the start menu
 * 2) Open the file called "Regional and Language"
 * 3) Click the "Keyboards and Languages" tab
 * 4) Click the "Change keyboards..." button
 * 5) Click the "Add" button to add a keyboard
 * 6) Find the division "Greek"
 * 7) After clicking "Greek" you will see a number of different keyboard layouts. Click "Greek Polytonic"
 * 8) Click "OK"
 * 9) Your done, you now should be able to type Greek text. To change between your current language and Greek all you now need to do is hold Shift + Alt to swap between lanugages.
 * You should probably make this a subpage of the project and link to it from the main page. More easy to find that way.  The Jade Knight (d'viser) 02:03, 4 September 2009 (UTC)

Anyone here?
Hey there, I'm currently studying greek in university and these pages were a great help to me earlier on. I'd love to contribute but I would like to check if anyone is still watching these pages?

 * Be bold! -- Dave Braunschweig (discuss • contribs) 01:31, 5 January 2019 (UTC)

title: Portal talk:Ancient Greek


text:
Topic talk:Networking

This section is sadly blank right now :( . Much as I love networking I am only CCNA certified right now; I will add content where I can, and hopefully others will make this section worthwhile. Bell017 04:41, 15 October 2006 (UTC)

=First Draft= I've used Topic:Scientific Computing as a template, and authored appropriate text. The course list at this point is wholly suggestive, though I am working on a Networking Introduction. Points that need consideration: Dfrauzel 01:50, 24 October 2006 (UTC)
 * The image (tin cans and string) is copied from Wikipedia, and I am unsure of the licensing situation, or how to proceed. I wanted an image that gets attention and is immediately accessible - not just another generic mug shot of two anonymous ice cubes (that's RJ45 heads in trade lingo... I think).
 * The Intro section was inspired by the intro at Scientific Computing, but it's a good candidate for refinement.
 * That said, what exactly are we talking about here? The skills necessary to get a job as a Network Engineer? (And what skills are those?) Knowledge necessary to pass an exam like Network+? The ability to program a Cisco 2610? Discuss!
 * That said, what kind of students and culture do we expect here, or should we encourage, here? In my experience, many students are compelled to enter the field because of the impression of cool-sounding toys (T1 routers and gigabit switches), or elevated complexity, or increased pay. But the role of the network in any business is implicitly to serve the business (not the network administrator), and that means courses should stress soft skills like effective communication (including business writing and grammar?), objective troubleshooting, and a strong sense of skill identity - knowing what you know, so that you're not flustered at the interview table or, worse, by unexpected responsibilities on the job!

Fresh Meat
It has been a while since anyone posted here, so I dont know if there is any development currently underway. I definitely think we need to refine who the anticipated audience is and what we hope to achieve. I find myself torn between wanting to duplicate many of the elements and topics taught in a traditional university, and wanting coursework that is more practical. As an example, I'm tired of seeing the OSI model in the first chapters of any networking book, when from a practical standpoint it has little value to the average LAN/WAN administrator, yet the OSI model is something that would be discussed in a typical university environment. If we go with duplicating the more traditional university topics and format, I think we may need to rename some of these topics. Regardless, I believe there is a lot of value in restructuring what other people have begun into a laddered framework of ever-advancing topics, and culling out some of the less professional entries (like the so you've been hired as a network administrator). What do others think? EricPrice 04:18, 29 December 2006 (UTC)
 * Can we do both? Could we have them compliment each other, but not detract from each others strengths? --Remi0o 06:14, 29 December 2006 (UTC)

 * In fact I think we can. I gave it more thought after I originally posted, and if you take a look at some of the proposed topics I posted on the page I hope its clear how I intend to proceed. I propose pulling the "legacy" networking information that might be of interest to some or that is often required for network certification into its own group of lessons, but otherwise avoid them in classes like the introduction where frankly, I think it can be more than a little overwhelming and not practically applicable to much in real life for the casual learner. EricPrice 17:41, 29 December 2006 (UTC)
 * The Wikiversity founders themselves have stated that the goal of the project is not to precisely duplicate a university experience, but exploit and explore the possibilities of a Wiki. In that sense, I agree that stodgy topics like OSI not be presented first thing in the course - but on the other hand, there are so many starting points for this topic that it's not really fair to single out one specific path for everyone to take. (Anyhow, a Wiki is about collaborative projects, not just a prepared series of topics.) Ah, and in defense of "So you've been hired as a network admin...", the idea there is to point out some common challenges newby network techs and admins run into. Ultimately, the goal of any university is to get a job. Having worked with students getting started in this field, I find the majority of them are perfectly capable of absorbing the knowledge and passing the tests, but they remain intimidated by what's actually expected of them on the job. Moreso, there are lots of topics that none of the certs and very few university courses ever talk about: like corporate politics (IT gets exposed to a lot of it), small business practices (limited budget, no documentation, being on your own with a lot of tough problems), and soft skills in general - this is the perfect venue for sharing real-world experiences, let's please not confine ourselves to rote theory and RFC-style formality! Dfrauzel 20:48, 15 January 2007 (UTC)

Network Administration
Is the networking department the appropriate place for discussion of the various network operating systems? While I cant find it at the moment, I ran across another section of the Computer Science School where Network Administration had been segmented from Networking. My personal feelings are that, while the two are obviously interrelated, NOS Administration topics and lessons dont really belong here. I think I will spend the weekend roughing out lesson ideas for each of the sections I added last night, and perhaps working on the first one in detail. EricPrice 19:02, 29 December 2006 (UTC)
 * That's really the domain of "system administration"... but let's not be picky. The one usually requires skills in the other and vice versa - and in today's budget-minded market, most hiring companies want someone who knows both. Plus, they're complementary topics, and a blended learning approach is more interesting I think. As long as it's not so much information it's intimidating... well, that's a challenge for anyone studying or teaching in this industry. It does bring up, again, the question of how we're going to structure this school. Have any of other schools really developed over the last few months, could we use some of them as examples? Dfrauzel 20:51, 15 January 2007 (UTC)

Merge and organize
A merge with Topic:Computer networks has been proposed. Please discuss here or there. Thanks! CQ 06:21, 23 August 2009 (UTC)

title: Topic talk:Networking


text:
User:Bell017~enwikiversity

I am primarily here at Wikiversity to write about Computer Science (especially hardware and networking), but I will add content wherever I feel I can. I am CCNA certified (networking) and will hopefully be A+ certified before May of 2007. I am pursuing a Computer Science bachelors - any and all suggestions as to certifications or the like that would be helpful to a career in CS would be appreciated.

I loved the idea of Wikiversity when it was back on Wikibooks, so I am very excited for it to have gone beta.

Bell017 05:43, 15 October 2006 (UTC)

title: User:Bell017~enwikiversity


text:
School:Strategic Studies/Templates

=Templates for Use in the Strategic Studies School= This is a brief discussion of the organization of the Strategic Studies School that contains Templates for use with each of the different types of pages used here. Templates are not monolithic constructs, but it is encouraged that they be adhered to in spirit in order to maintain a sense of continuity with students of the School.

Degree Program
A Degree Program is a series of Courses designed to grant the student enough understanding of a discipline that they might be awarded a degree. Since Wikiversity is not yet a Degree Granting institution (and may never be), this concept is simply meant as a guide for the amount of learning that should be contained in a Degree Program. Degree Programs are made to stretch over a hypothetical period of four "years." Each "year" a student is expected to take 10 Courses. There are Core and Elective Courses. All Core Courses must be studied in order to complete the Degree Program. Since there are not enough Core Courses to make a full degree, students take Electives to round out the number of Courses they take in each year.

Course
A Course is here defined as a series of Classes on a given subject matter. The standard Course is 30 hours of hypothetical instruction time (not including readings and assignments). In this template, the Course is divided into ten units, each with three (one-hour) Classes. This organization is entirely flexible. Instructors do not need to group Classes into units, but if they notice that Classes within their Course outline share similar themes, this organization is encouraged.

Any course which forms part of the Strategic Studies curriculum should have, at the very top of the page, this template:  This ensures that the course is clearly marked as part of Strategic Studies, as well as providing an easy navigation back to the School's Portal.

Class
A Class is the basic building block of the Course. It contains lecture material, readings, Projects, etc. These are all geared towards the achievement of a learning objective that pertains to the subject of the Course. A Class is hypothetically one hour long, but this is only for the purposes of planning. Since an instructor is free to choose how many Classes are in a Course, he or she may use their 30 hypothetical hours of Course time in any way they see fit.

Project
Projects make up parts of Classes. They are student activities that asisst them in the understanding of the subject matter of a Class. This is a hands-on activity, and - according to the philosophy of Wikiversity - should emphasize "learning by doing." An example might be to research and edit a Wikipedia article, or to build a catapult.

Topic
Topic in the Strategic Studies School contain piles of reference material and links for the purpose of assisting research on a given subject matter. These are exercises in data mining, and should be filled to the brim with useful reference information and commentary to aid students in developing their ideas for Classes and Projects.

title: School:Strategic Studies/Templates


text:
School:Strategic Studies/Templates/Course Template

=Strategic Studies ### - Course Title= This should include basic information regarding the course in relation to the Degree Program, such as: Welcome to Strategic Studies 101. This course is a first-year core course in the Strategic Studies curriculum. Its active learning content should be the equivalent of about 30 hours of classroom time, and it is organized into classes. Each class has a discreet learning objective and a way (or ways) to reach that objective. This will be complemented by readings that are prerequisites to each course. The course is presented in a logical order, and one class may be built upon in subsequent lessons. The order in which you perform these studies, however, is not important. If you feel you'd prefer a different order, that is up to you.

NO INSTRUCTOR should feel they must replicate a course plan exactly after this model. University professors all design courses and course outlines in new and interesting ways every time they develop a new course. Though all course outlines have a few similarities, none are exacty the same... nor should they be!

Course Content
Introduce the course content

By the end of this course, you should know:
 * This
 * That
 * And especially this

Online Texts

 * Links to texts used in this course that can be found online

Offline Texts

 * Dawson, Doyne. The Origins of Western Warfare: Militarism and Morality in the Ancient World. Boulder: Westview Press, 1996. ISBN 0-8133-2940-X
 * remember to include ISBN!

=Classes=

Classes

 * This
 * That

Classes

 * This
 * That

Classes

 * This
 * That

Classes

 * This
 * That

Classes

 * This
 * That

Classes

 * This
 * That

Classes

 * This
 * That

Classes

 * This
 * That

Classes

 * This
 * That

Classes

 * This
 * That

=FINAL=


text:
Template:Strategic studies/Topic

=Online Reading Material=

Wikimedia Articles

 * This
 * That

Primary Texts

 * This
 * That

Commentaries and Articles

 * This
 * That

Biographical Works

 * This
 * That

=Offline Reading Material=

Primary Texts

 * This
 * That

Commentaries and Articles

 * This
 * That

Biographical Works

 * This
 * That

title: Template:Strategic studies/Topic


text:
User:Mariehuynh

Marie has a BS in Computer Engineering from the University of California, Davis, and minored in Philosophy. She has dabbled in anthro linguistics and has taken classes in Cantonese, Spanish, Italian, Mandarin, and German, but doesn't remember much German.

She now masquerades as a graduate student in Wisconsin.

title: User:Mariehuynh


text:
Cooking/Introduction

The Wikimedia Cookbook is used as a major resource for this page.

Cooking involves knowledge of ingredients and equipment, the use of skills and techniques and the ability to plan and safely organise food preparation, usually within budget and time constraints. The Activity units associated with each of the three modules of the cookery course build a comprehensive programme of study that will benefit students wanting to make progress in the subject for whatever reason they become involved.

The course makes extensive use of the Wiki Cookbook and Wikipedia as sources of information and each assignment in the Activity units is based on a recipe, techniques and ingredients in the Cookbook. The practical cooking assignment is a crucial part of the Activity unit. There is no substitute for “hands on” experience: words and pictures cannot convey the feel, taste and smell of food, yet it is these sensations which are the very essence of gastronomy.

The use of I.T., computation, web research and organisational skills are given due emphasis in each Activity unit. Some assignments involve downloading and working with PDF format worksheets, so a capable PDF reader is needed (e.g. Adobe Acrobat Reader). Open source software such as Open Office and Inkscape can be employed and students are encouraged to used their acquired skills and knowledge to make contributions to Wiki projects.

List of Activity units
1. /Boiling eggs/

{| cellpadding="10" cellspacing="5" style="width: 900px; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: #969696; border: 2px solid black; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

/Boiling eggs/

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Module: I Basic
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Techniques: Boiling
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Skills: Organisation
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Food knowledge: Egg
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Equipment & appliances: Saucepan, egg cup
 * }
 * }

2. /Buying bread/

{| cellpadding="10" cellspacing="5" style="width: 900px; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: #969696; border: 2px solid black; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

/Buying bread/

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Module: I Basic
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Techniques:
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Skills: Researching Purchasing
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Food knowledge: Types of bread
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Equipment & appliances: Knives Boards
 * }
 * }

title: Cooking/Introduction


text:
Asian American kitchen

Lesson 0: getting the kitchen ready

All family recipes come with major and minor ingredients. The major ingredients are those that are commonly associated with the dish of that name and the minor ingredients are those that give them a personal flair. Minor ingredients sometimes change with availability or depending on quality and price, which may vary based on seasons.

Asian-American kitchens often have cooking implements such as these:

 * ricecooker
 * pots
 * pans
 * chopsticks
 * water boiler
 * steaming racks
 * strainers
 * large preparation bowls
 * large cleaver and cutting board
 * etc.

and some foods like these:

 * 25-50 pound bag of rice
 * boxes of pasta/ jars of pasta sauce
 * dried mushrooms
 * dried herbs
 * jars of seasonings and sauces
 * assorted meats and vegetables (frozen and fresh)
 * etc.

Lesson 1: Cooking the Rice

title: Asian American kitchen


text:
Cooking/Rice

Washing
Preparation is important. Some rice is packaged with labels that warn against washing because it will remove the added vitamins. Most do not and you do not know where it has been so it is a good idea to rinse it off.

Begin by measuring out the rice you wish to cook. Remember what this amount is because it will determine how much water you are going to put in. Dump the rice into a large bowl and fill it with water. Stir. Once the rice settles back down, dump the water out. Do this until the water is clear.

Cooking
There are several ways to cook rice. The easy way is to dump it into a rice cooker with an equal amount of water and ignore it for a while. Things to keep in mind:

 * Make sure the bottom of the removable pot is dry and clean. If it is wet, the cooker will make some strange popping noises.  This is bad.  Water and electronics do not mix well.  If you hear sounds that don't sound like water boiling, unplug the cooker and wipe the inside with a towel.

 * Rice cookers usually come with plastic paddles. Use it.  Scratching the bottom of the cooker is a bad idea because it may start to rust and rusty rice doesn't sound yummy.

 * Do not put too much water in or it may boil over. Rice cookers will stay on as long as there is water boiling inside.  If you put too much water in, it will continue to boil until all the boiling water is gone.

 * If you don't feel like shelling out $40 or more for a good rice cooker with a nonstick tub and keep-warm function, there are smaller ones that sometimes go on sale for less than $10 and will do the job. The lack of a nonstick coating will mean that you won't get all the rice out and the cheaper models may leave some overcooked/slightly burnt rice on the bottom.  Rice is cheap though, and it will come out easily if soaked for a while.

Other ways to cook rice include:
 * on the stove in a pan or pot - Remember to stir.
 * over fire in a hollow bamboo trunk - Not for beginners

Eating
After the rice is done cooking, carefully open the lid and fluff the rice with the plastic paddle. If the rice sticks to the paddle, it helps to dip it in water before using it.

Rice is traditionally eaten in bowls with the bowl resting on your fingers on the left hand, with the thumb up to help balance it. Chopsticks are held in the right hand. Place toppings/sauces on the rice. Raise bowl to mouth and start shoveling.

Lesson 2: Asian American Rice Toppings

title: Cooking/Rice


text: User talk:The Cool One

title: User talk:The Cool One


text:
User talk:Mariehuynh

anthro linguistics
Would you be willing to start a Wikiversity page on "anthro linguistics"? I have some very wild ideas about the influence of language on human thought processes and how language can influence cultural development. --JWSchmidt 14:43, 23 October 2006 (UTC)

 * I currently have most (if not all) of my notes on that subject in storage in another state. It will be a few months before I'll have the materials ready for posting. Mariehuynh 14:22, 1 November 2006 (UTC)

title: User talk:Mariehuynh


text:
User talk:MemoServ

-MemoServ- You have a new memo from Mike42, click here to read it.

title: User talk:MemoServ


text: User talk:Dream mind

title: User talk:Dream mind


text:
User talk:Desper~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Desper. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Desper~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.

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Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:33, 17 March 2015 (UTC)

Renamed
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title: User talk:Desper~enwikiversity


text: User talk:Shantanu.nanda

title: User talk:Shantanu.nanda


text:
User talk:USAOwnz~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called USAOwnz. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name USAOwnz~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 00:08, 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:USAOwnz~enwikiversity


text: User talk:Zorain

title: User talk:Zorain


text: User talk:Georgievarghese

title: User talk:Georgievarghese


text:
User talk:Reda~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Reda. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Reda~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 23:49, 17 March 2015 (UTC)

Renamed
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title: User talk:Reda~enwikiversity


text:
Portal:Chinese

歡迎光臨中文系. Welcome to the Chinese Department at Wikiversity, part of the Center for Foreign Language Learning and the School of Language and Literature.

See also the award-winning Chinese Wikibook.

Introduction to Chinese
You are here because you want to learn or teach Chinese. Great! First, pick a dialect you wish to focus on. Your current options are Cantonese and Mandarin. There are more native Mandarin Chinese speakers than any other language in the world and it is the official language of both China Mainland and Taiwan and one of the official languages of Singapore. Cantonese, originating in the area around Guangdong Province, is spoken by about 70 million people worldwide and is the predominant language of overseas Chinese.

Current
Courses currently being offered by the Chinese Department:
 * Mandarin One, Lesson One - New Beta!
 * Mandarin One - In Development

Mandarin (Guānhuà 官话) with Simplified Chinese Writing
This is the Chinese (Zhōngwén 中文) dialect spoken by 867.2 million speakers worldwide. Learning Mandarin Chinese will help you communicate to the largest linguistic group in the world. The classes here will focus on Standard Mandarin which is based on the Beijing dialect. This is spoken throughout the PRC as Pǔtōnghuà 普通话 ("common speech"), in ROC as Guóyu 國語 ("national language"), and in Singapore as Huáyu 华语 ("Chinese language"). Mandarin is the official language in the PRC and ROC while being the official Chinese dialect in Singapore. Simplified Chinese characters (jiǎntǐzì 简体字), the official Chinese characters (Hànzì 汉字) of the PRC and Singapore, will be exclusively used in the courseware here, along with the PRC's Hànyǔ Pīnyīn 汉语拼音 romanization system, to avoid confusion and enable communication to the maximum number of Chinese speaking people possible.

 * List of Courses

Cantonese (Yue Yu 粵語) with Traditional Chinese Writing
This is the native Chinese dialect for all of historical Canton province and the majority of overseas Chinese in Singapore, Malaysia, Australia, and North America by the common name of Kwong Tung Wah 廣東話 ("Speech of Canton"). It is also the de facto official Chinese spoken language of Hong Kong and Macau. The Chinese written language used by most of these groups, except in modern Canton province and Singapore, is the Traditional Chinese character system, and that is what will be used in this coursework along with using the Yale romanization system. Since it is argued that Cantonese is closer in form to historical Chinese, this may be a more direct way to understanding Classical Chinese once Classical Chinese courses taught in English and Cantonese are created. Also note that the usage of Traditional Chinese in this coursework will also be a benefit to Mandarin students that will be traveling to Taiwan so that they can familiarize themselves with how the traditional characters look from viewing the vocabulary lists before their trip.

 * List of Courses

Mandarin verb conjugation

 * Compared to many other languages, verb tenses in Mandarin Chinese are very simple. Verb conjugation in Chinese utilizes participles to imply various ideas rather than straight forward verb endings. Verbs are the same for all persons and tenses.

Notice how throughout subject and tense changes, 看 remains without any verb endings. For all practical purposes, verbs are not conjugated in Mandarin Chinese.

Resources

 * Wikibooks:Cantonese
 * Wikipedia:Chinese language
 * List of Chinese dialects
 * English-Chinese
 * Category:English-Chinese
 * English-Pinyin
 * Category:English-Pinyin
 * Pinyin
 * Category:Book:Pinyin
 * English-Hanzi
 * Category:Book:English-Hanzi
 * Pinyin/Vocabulary
 * Pinyin/Problem of Hanzi application in IT

Typing characters

 * See: w:Wikipedia:Enabling East Asian characters
 * See: Chinese character

Department news

 * October 15, 2006 - 你好！ Department founded!

Open source programs to assist learning Chinese

 * MyChineseFlashCards - program consisting of 1,500 Chinese character flashcards. Free version is GPL with 50 characters and all 1500 character combinations examples, as well as 50 out of 250 radicals. (Windows and Mac OS)

fr:Département:Chinois

title: Portal:Chinese


text: File:Talyvel.jpg

title: File:Talyvel.jpg


text:
Talyvel

Talyvel is a brand name for an instrument for setting horizontal lines.This instrument consists of an induction transducer.A conductive pendulum is held between the two halves of the induction transducer.So whenever the instrument tilts the pendulum also tilts giving rise to an electric impulse.This impulse can be measured by a galvanometer and thus the amount of tilt can be known.

title: Talyvel


text:
Category:Language

Library of Congress Classification and Universal Decimal Classification list Language and Literature as separate but equal classifications, with Languages as a separate category under Language.

UDC

Corresponds to :

 * 8 Language. Linguistics. Literature (cf. http://www.udcsummary.info/php/index.php?tag=8&lang=en)

LCC

...

title: Category:Language


text:
Portal:Biblical studies

Department of Biblical Studies

Welcome to the The Wikiversity Department of Biblical Studies, part of the School of Theology. According to Wikipedia, "Biblical studies is the academic study of the Judeo-Christian Bible and related texts"; hence this department focuses on the study of the Bible, and of exegetic and hermeneutic techniques.

Biblical Languages

 * New Testament Greek
 * Prerequisite: Introductory Ancient Greek Language
 * Old Testament Hebrew

Biblical Translation

 * Portal:Bible translation

Biblical Survey

 * Biblical Survey (literal-normal)

Department Projects
At present, the primary focus of the department is content development. There are a number of pages that need to be created and/or fleshed out, and we need editors (like you :-) who are willing to contribute time and energy to the cause.

A department sub-page has been created to list some of the projects that need to be done. If you don't already have a project in mind, you can go to that page, pick a project that sounds interesting, and begin working on it. Then if you intend to stick around, you can place your username in the "Active Participants" section below. If you want to help, but don't know how to edit Wikiversity, see wiki 101 for an introduction to editing.

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this Department, you may list your name here. This could help the Department grow and the participants better communicate.

Active Participants:
 * OpenSourceJunkie
 * Saz909
 * Deus Vult
 * CQ
 * Elroach 00:39, 7 March 2011 (UTC)
 * DErnestWachter, email:[mailto:dewnada@icloud.com dewnada@icloud.com]
 * Mikeduke324

Prayer Requests
A page was created to contain/display prayer requests of those within the department (and without :) Feel free to add your own, or pray for others'.

title: Portal:Biblical studies


text:
Peace studies

Welcome to the Wikiversity Peace Studies Learning Project Part of the School of Political Science and the School of Theology

Peace in the World Religions

 * /Peace in the Baha'i Faith/
 * /Peace in Buddhism/
 * /Peace in Christianity/
 * /Peace in Hinduism/
 * /Peace in Islam/
 * /Peace in Judaism/
 * /Peace in Sikhism/
 * The Concept of Shalom

Fundamentalisms

 * /Religious terrorism/
 * /Christian fundamentalism/
 * /Islamic fundamentalism/
 * /Modernity and fundamentalism/

Learning Projects Available in Other Departments

 * Introduction to Myth

International Law

 * Public International Law

Discussion questions

 * What political policies can help to promote peace on Earth?

title: Peace studies


text:
Portal:Neurobiology

Welcome to the Department of Neurobiology, part of the Center for Neuroscience. The Department is a content development project devoted to learning resources about the structures and functions of nervous systems with special emphasis on how the cells of a nervous system form neural networks.

Topics of Study

 * Development and evolution of the cell types of nervous systems
 * Synapse formation
 * Axon targetting
 * Synaptic plasticity
 * Neuroplasticity research
 * How drugs alter synapse function
 * Diseases of neurons and glial cells
 * Mathematical modeling of neural networks

Research on Wikiversity

 * Friedman Lab

Other Content Developers

 * AFriedman

Neurobiología

title: Portal:Neurobiology


text: Category:Neurobiology

title: Category:Neurobiology


text:
Filmmaking Basics/Understanding Filmmaking

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

Look at a real example

 * In this lesson, we look at a real example of a television drama filmed and edited in Hollywood.

 * For this lesson, you need the "Follow Dave?" Editing Workshop disk.

 * NOTE : Currently, it takes up to 4 weeks to send disks to Africa, 12 days to Egypt, etc, so let me know your mailing address as soon as possible.

Take the exams

 * Once you are finished looking the disk, you take a pop quiz to see if you have learned anything. That is on the next page.

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

The disk for this lesson
 * style="width:60%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

 * You need a disk
 * To do this lesson, you need a disk called "Follow Dave?" Editing Workshop CD. Even though the Star Movie Shop is now closed to the public, I still have some copies of this disk. I can loan you the disk for one month... if you promise to return it.

 * Film Editing Disks
 * This disk is also used for the motion picture editing course at Wikiversity Film School. Therefore, by completing this lesson, you will have the disk you need to begin the film editing course.

 * Designed for the Macintosh
 * The disk was designed for the Macintosh computer. Fortunately, this disk is also a cross-platform disk so most things work on a Windows machine.

 * If you have trouble accessing any of the pieces of these disks, find someone with a Macintosh computer and ask them to convert them to whatever format your programs need.

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

Use your points to get the disks.
 * style="width:60%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

 * Promises, promises!
 * To get the disk, email me and tell me what you are ready for this lesson and you promise to return the disk in one month. @undefined.  [[Image:Crystal Clear app xfmail.png|32px]]

 * Note : This offer is only for students who have already completed the first part of the filmmaking course.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Begin with "Follow Dave?" Editing Workshop CD
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

The next page

 * And she said, "Follow Dave?"
 * Start with the first lesson on Editing a conversation - Overview.

 * }


text:
Perception and knowing

Asking questions. How do we know anything? What is the role of our senses in allowing us to know?

Proposals: ways of knowing

 * panpsychism - the entire universe is fundamentally composed of mind. Since we are part of the universe, we automatically know.
 * faculty of knowing - humans have rationality or intuition or a knowing soul (non-material component of a person) that has the function of knowing.
 * Human brains process information recieved through the senses, store memories and construct a mental model of the world.
 * Ancestors have molded warnings into our mind. We are born with some phobias.
 * ..add more

Testing the proposals

 * Sensory deprivation. If our senses are what makes it possible to learn about the world, can we study the process by selectively depriving test subjects of sensory experience? Can we take advantage of natural cases of sensory deprivation and sensory disruption to learn about the role of the sense in learning?
 * Neuropharmacology. How can drugs be used to alter brain function and probe how learning takes place and memory functions?
 * Transcranial magnetic stimulation. Brain functions can be blocked by transcranial magnetic stimulation.
 * Disease. Disease processes such as viral infection can result in the destruction of particular brain regions. Sometimes strokes, the treatment of epilepsy, degenerative nervous system diseses or removal of tumors results in damage to specific brain regions. What can be learned about how memories are stored from such selective destruction of brain regions?

Reading
Search the Entrez database for information about the topics listed above. Add useful sources of information to the list, below.
 * Clinical studies of Speech/Language Delay, Hearing Loss and Learning Disabilities
 * Activation of the prefrontal cortex in the human visual aesthetic perception

Discussion

 * What are some things that people know without having to learn them by making use of their senses?
 * What evidence exists for a human capacity to remember events that took place before birth?
 * What evidence exists for Extra-sensory perception?
 * If human knowledge comes from learning and the storage of information in the bran, is it possible to make artificial intelligences that would rely on computer technology as a medium for learning, memory and construction of conceptual models of the world?

title: Perception and knowing


text:
Fundamentals of chemistry

The Fundamentals of Chemistry is an introduction to the Periodic Table, stoichiometry, chemical states, chemical equilibria, acid & base, oxidation & reduction reactions, chemical kinetics, inorganic nomenclature and chemical bonding.

Definition
Chemical Elements are fundamental ingredients of all matter in existence which can be combined in a reaction to create a chemical substance. Each chemical element in the universe has unique properties that distinguish it from all of the other chemical elements. They cannot be chemically interconverted or broken down into simpler substances and are the primary constituents of matter.

Chemical elements are usually notated with the symbol
 * MEZ

Where,
 * E is the element name
 * Z the Atomic Number
 * M the element's mass

For example, Hydrogen is notated by
 * 11H

Periodic Table of Elements
The periodic table groups the elements by properties. For its history, see Wikipedia's History of the Periodic Table. The Periodic Table is available here: Periodic Table on Wikimedia Commons and explanations will be based on this table. Print or order a hard copy of the periodic table for easy access and reference.

In the table, each box contains one element and additional information. For hydrogen, the "1" in the top corner is the atomic number, which deals with how many protons, or positive charges, are in the atom. The "H" is the symbol for Hydrogen. All the elements get a one or two letter symbol (there are a couple of exceptions with undeclared elements). The number at the bottom is the atomic weight or atomic mass. 1.00794 represents how many grams are in each mole (6.022×1023 entities) of hydrogen. The atomic mass is a very important part of chemistry and has many applications throughout.

The elements are organized in rows and columns. There are eighteen groups (or families or columns) on the periodic table. Each one represents how many electrons are attached to the elements and correlate to how many valence electrons are present.

The first two groups (1A and 2A) as well as the six on the very right (3A-8A). These are called representative elements. Group 1A are alkali metals (except Hydrogen which is a non-metal) and Group 2A are alkaline earth metals. Group 3A through 8A have mixed properties, but there are specific patterns.

Electrons are negatively charged subatomic particles that "orbit" around the nucleus of the element. Valence electrons are electrons that are on the very outside of the atom. There are seven periods (or horizontal rows) that describe electron shells.

Chemical compounds
Chemical compounds are pure substances composed of only one type of molecule (two or more atoms held together in a fixed ratio by Chemical bonds). The chemical compound generally has different properties than those of its constituent elements. The name of a chemical compound is usually identical to the name of the molecule that makes up the compound (such as Carbon Dioxide), but some compounds also have "common names" by which the substances are known outside of scientific discussion. For example, sodium bicarbonate is commonly known as "baking soda."

Atomic Model
Also see Dalton. The main points of Dalton's atomic theory are:
 * 1) Elements are made of extremely small particles called atoms.
 * 2) Atoms of a given element are identical in size, mass, and other properties; atoms of different elements differ in size, mass, and other properties.
 * 3) Atoms cannot be subdivided, created, or destroyed.
 * 4) Atoms of different elements combine in simple whole-number ratios to form chemical compounds.
 * 5) In chemical reactions, atoms are combined, separated, or rearranged.

Examples
For example, the compound Sodium Chloride (NaCl), is composed of one ion of Chlorine bonded to one ion of Sodium. Sodium, in its natural form, is a solid metal element which is highly reactive and produces a lot of effervescence when reacted with water.
 * $$ NaCl$$

Chlorine, in its natural form, is a non-metal element which is composed of many diatomic molecules of Cl2, and exists as a pale green gas that is toxic if inhaled in large amounts. The compound Sodium Chloride, however, is none other than the simple table salt applied to foods. The reason for the rise of these new properties lies in the type of bonding and the elements that make up the compound. This will be discussed in more detail in later sections.
 * $$Cl_2$$

Chemical Formulas
Chemical formula is used to represent a chemical compound. For example
 * Water is $$H_2O$$
 * Ozone is $$O_3$$
 * Salt is $$NaCl$$

Chemical bonding
A chemical bond is a lasting attraction between atoms that enables the formation of chemical compounds

For example, the compound Sodium Chloride (NaCl), is composed of one ion of Chlorine bonded to one ion of Sodium. Sodium, in its natural form, is a solid metal element which is highly reactive and produces a lot of effervescence when reacted with water.
 * $$Na + Cl$$ → $$ NaCl$$

Chlorine, in its natural form, is a non-metal element which is composed of many diatomic molecules of Cl2, and exists as a pale green gas that is toxic if inhaled in large amounts. The compound Sodium Chloride, however, is none other than the simple table salt applied to foods. The reason for the rise of these new properties lies in the type of bonding and the elements that make up the compound. This will be discussed in more detail in later sections.
 * $$Cl + Cl$$ → $$Cl_2$$

Types of chemical bonds

 * Oxidation bonding
 * Ionic bonding
 * Covalent bonding

Chemical Reactions
A chemical reaction is an interaction between chemical subtances to form new substances. For example, an oxidization of a metal, or a de-oxidization of an oxidized metal.

Chemical Reactions' Types
The oxidization of a metal like copper (Cu) to create oxidized copper can be expressed as chemical equation as shown below:
 * $$Cu + O_2 = CuO_2$$

Ionization describes the interaction between a metal and an acid to form ionized opposite polarity metals.
 * $$Cu + H_2SO_4 = CuSO_4^{-} + 2H^{+2}$$

Chemical equations
Chemical equations are a way of expressing a chemical reaction. They present chemical species with the chemical symbols of the elements that compose them and subscripts which present the actual number of particles of that element, whether they be atoms or ions, which make up the compound. For example, consider the reaction shown below:""On the left side of the arrow, you can see two compounds represented. These are the reactants, the chemical species that rearrange to give the product, the chemical species represented on the right side of the arrow. The first reactant, H2, represents a hydrogen molecule. The subscript '2' shows that there are two atoms of Hydrogen that chemically combine to produce the molecule. Therefore, every molecule of H2 contains two Hydrogen atoms chemically-bonded to each other. The same concept applies to the reacting molecule of O2 to the right of it.

The (g) and (l) or state symbols represent what physical state of chemical species during the reaction. (g) means that the chemical species O2 and H2 both exist as gases before they react, and the subscript (l) means that the chemical species H2O exists as a liquid when it is formed by the reaction.

The coefficients in front of the molecules like H2O and the H2 represent the simplest whole number ratio the substance amount in the reaction mixture. For example, the above equation shows that every molecule of O2 reacts with two molecules of H2 to form two molecules of H2O.

Dimensional analysis
As a more complex example, the concentration of nitrogen oxides (i.e., NOx) in the flue gas from an industrial furnace can be converted to a mass flow rate expressed in grams per hour (i.e., g/h) of \ce{NO}_x by using the following information as shown below:

 * NOx concentration := 10 parts per million by volume = 10 ppmv = 10 volumes/106 volumes
 * NOx molar mass := 46 kg/kgmol (sometimes also expressed as 46 kg/kmol)
 * Flow rate of flue gas := 20 cubic meters per minute = 20 m³/min
 * The flue gas exits the furnace at 0 °C temperature and 101.325 kPa absolute pressure.
 * The molar volume of a gas at 0 °C temperature and 101.325 kPa is 22.414 m³/kgmol.

Stoichiometry
Stoichiometry is used to analyze quantitative measurements with relation to reactants and products of a chemical equation. The chemical equation is a symbolic representation of a chemical reaction. The reactants of a chemical equation are justified to the left which gives reference to its definition, the substance used or consumed in a chemical reaction. The products of a chemical equation are justified to the right, and is defined as the substance that is yielded or produced in a chemical reaction. In order to completely understand stoichiometric relationships, one must consider the law of conservation of mass, the law of definite proportions, and the law of multiple proportions. Remember that mass or matter is neither created nor destroyed.

Among the properties of elements are states. There are 3 fundamental states of an element: solid, liquid, and a gas. They are indicated by subscript with (s), (l), and (g) respectively and assigned with the appropriate compound or element in the chemical equation. A substance dissolved in water is in indicated by (aq). Plasma can also exist, which is an ionized gas with special properties.

Stoichiometry allows chemists to quantitatively analyze relative relationships between substances in a chemical equation.

Balancing chemical equations
Ethyne (C2H2) is added to oxygen gas (O2) to yield carbon dioxide (CO2) and water (H2O). This reaction could be written as follows:

 * Unbalanced equation
 * $$C_2H_2(g) + O_2(g) \to CO_2(g) + H_2O(l)$$

However, the above equation is not balanced.
 * On the left side there are two Carbon atoms (C), two Hydrogen atoms (H) and two Oxygen atoms in total.
 * On the right there is one Carbon atom, three Oxygen atoms, and two Hydrogen atoms.

Note that in order to properly count up the atoms in an equation, it must be noted to count up atoms with respect to the coefficient and subscripts. Careful notice should be made to compounds and polyatomic ions, since these are grouped together in relation.

In order to balance the equation correctly, a number, known as a coefficient must be added to the front of each representation in a chemical equation.

 * Correctly balanced equation
 * $$2C_2H_2(g) + 5O_2(g) \to 4CO_2(g) + 2 H_2O(l)$$

As can be seen, the subscripts were not touched, only whole numbers were added to the front of all the formulas, as needed. The coefficients may be fractions, which are generally used in thermochemistry but for all intents and purposes, whole numbers are generally used.

It would not be correct to balance it by changing the subscript numbers.

 * Incorrectly balanced equation
 * $$C_2H_2(g) + {\color{Red}O_3(g)}\ \to {\color{Red}C_2O_2(g)} + H_2O(l)$$

By changing the subscripts you are changing the chemicals involved in the reaction. In the above, $$O_3$$ is ozone, not normal oxygen, and $$C_2O_2$$ is not a stable compound. A small change in the subscripts and makeup of an individual compound yields a whole different set of properties.

Chemical States
We usually learn that there are four fundamental states of matter,
 * 1) Plasma
 * 2) Gas
 * 3) Liquid
 * 4) Solid

However, physics research suggests other states of matter as well (like the Bose-Einstein condensate), but this is usually taken as a coarse starting point.

Gases are made up of atoms and/or molecules that are freely moving and therefore have no definite shape. They morph uniformly to the shape of the container that they are in. If the container is not sealed, then the gas can move out. Therefore the volume of the gas is reliant on the temperature and/or pressure throughout the gas or environment. This is observed using the ideal gas laws, which are discussed later.

An important piece of information to know is what an aqueous solution is also. Aqueous solutions are not technically chemical states, but they appear often enough when dealing with stoichiometry and chemistry in general that they should be mentioned.

pH
The potential of hydrogen or pH (pronounced ) is a measure of the acidity or alkalinity of a solution, numerically equal to 7 for neutral solutions, increasing pH with rising alkalinity and decreasing pH with more acidity. The pH scale commonly in use ranges from 0 to 14.

An alkali is sometimes called a "base".

The pH is calculated by

$$pH = - \log [H^+]$$A similar measure, called the pOH is defined as

$$pOH = - \log [OH^-]$$

Their sum is

$$pH + pOH = 14$$

Acids
Characteristics of acids:
 * Aqueous acids can turn blue litmus towards red.
 * React with bases and certain metals to form salts.
 * Arrhenius' definition of acid: Yields hydrogen ions when dissolved in water.
 * The Lewis definition of an acid: Can accept a pair of electrons to form a covalent bond.
 * Brønsted-Lowry acid definition: A species that can lose or "donate" a hydrogen ion
 * Can have a sour taste.
 * Can give one or more than one protons (or simply, H+)
 * Electrolytes, yet usually are not ionic compounds

Bases
Characteristics of bases:
 * Aqueous bases (alkalis) can turn red litmus towards blue.
 * React with acids to form salts.
 * Arrehenius definition of base: produce OH− ions when dissolved in water.
 * Lewis definition of Base: can donate a pair of electrons to form a covalent bond with an acid
 * Brønsted-Lowry base definition: A species that can gain or "accept" a hydrogen ion
 * Can have a bitter taste.
 * Can accept one or more than one protons (or simpler H+)
 * Conduct electricity

The difference between bases and alkalis is that alkalis dissolve in water and are considered basic salts of alkaline metals. An example of a base that is not an alkali is ammonia (NH3).

title: Fundamentals of chemistry


text:
Introductory Ancient Greek Language/Lesson 1

Learning a different alphabet may seem daunting at first, but Greek characters are very similar to the Latin ones English speakers are used to. Greek evolved from the Phoenicians who were the first recorded civilization to create an alphabet, and Latin similarly developed from Greek and other languages. The name alphabet itself comes from the words Alpha and Beta which come from the even older letters Aleph and Bet.

It's a lot to take in at one go so don't feel bad if you fail to remember all of these immediately. You will have plenty of time to get these characters under your belt. When you feel ready, try to convert some Greek into English and some English into Greek below.

Proper Diphthongs (Two-Vowel Combinations)
αυ - like 'au' in 'aural'

ευ - like 'eu' in 'feud'

ηυ - like 'ew' in 'tewan'

ωυ - like 'aw' in 'jaw'

υι - like 'we' in 'ween'

ει - like 'ai' in 'wait'

ου - like 'oo' in 'food' or like 'ou' in 'thought'

οι - like 'oi' in 'oil'

αι - like 'ay' in 'day'

Other Combinations
γγ - like 'ng' in 'ding'

μπ - like 'mp' in 'emperor' or like 'mb' in 'womb'

ντ - like 'nt' in 'enter' or 'nd' in 'end'

γκ - like 'ng' in 'ding'

Typography
After 1981 in modern Greek, there is mostly only one accent used in publications or privately. It is a ' ΄ ' or ' ' ' and represents the stressed syllable of a word. It may occur on one of the three ending syllables (on a vowel), but there are cases where there are two accents; one on the ending and one on the third from the word's end.

Before 1981 but also today, though not so often for practical reasons, the other accents have been/are used and may be seen in reading ancient, medieval and most printed modern texts.

These are the ὀξεῖα ' ´ ' (acute), βαρεῖα ' ` ' (grave) and περισπωμένη ' ῀ ' (circumflex). There are also two 'breathing' symbols, the δασεῖα (thick) and the ψιλή (thin). The first marks the sound corresponding to the English letter ' h ' and the second its absence.

Sometimes you also see the symbol ' ι ' under a (long) vowel, like ' ᾳ, ῃ, ῳ ' which shows a later silenced ' i ' sound (glide).

In Greek, the question mark is ' ; ', the semi-colon in English. Quotations are represented with ' « ' and ' » '.


text:
The Art of Computer Programming/Mathematical Preliminaries

This page is part of The Art of Computer Programming

Section 1.1 Mathematical Preliminaries is expanded upon in book format by Concrete Mathematics: A Foundation for Computer Science by Ronald L. Graham, Donald E. Knuth and Oren Patashnik.

From the back of the book:

The subject matter is primarily an expansion of the Mathematcial Preliminaries section in Knuth's classic Art of Computer Programming, but the style of presentation is more leisurely, and individual topics are covered more deeply.


text:
The Art of Computer Programming/Numbers, Powers, and Logarithms

This page is part of Topic:The Art of Computer Programming

This section contains some notes on notation.

Wikipedia has a more detailed description of decimal expansion. http://en.wikipedia.org/wiki/Decimal_expansion

log 10, log 2 and log e are discussed.


text:
The Art of Computer Programming/Numbers, Powers, and Logarithms/Exercises

This page is part of The Art of Computer Programming.

My (Bakert 20:26, 15 October 2006 (UTC)) notes on these exercises:

1. I thought 1/infinity but that seemed like cheating. The real answer is that there are none - whatever number you think of, it is bigger than the number divided by 2.

2. I said yes but with infinitely many 9s the answer is apparently no, because the decimal expansion would be 0.24.

Knuth is rather sparse on the meaning of decimal expansion. - Luckly there is a pretty good entry in Wikipedia http://en.wikipedia.org/wiki/Decimal_expansion

3. $$(-3)^{-3}=\frac{1}{(-3)^3}=\frac{1}{-27}$$

4. To raise something to the 1/3 power means to take the cube root. So to raise something to the 2/3 power means take the cube root of the number and square it. That the power is negative means we need 1/result. So I thought this meant we needed:

$$\frac{1}{\sqrt[3]{0.125}^2}=\frac{1}{.5^2}=\frac{1}{0.25}=4$$


text:
International Relations

International Relations is a branch of Political Science dealing with interactions between actors (typically states) in the international system. There are several schools of thought which claim to provide a theoretical model for International Relations, and therefore understand or even predict the behavior of actors on the world stage.

But as of current scenerio, the phenomenon of actors has made the position of International Relations, as a Political Science, quite hazy. The immense role played by private sector, civil society and individuals; that goes beyond state boundaries and regulations, has forced the scholars of International Relations to consider it as a holistic stand-alone discipline, which can inculcate various branches of Social Sciences and not only Politics in its domain. Such characteristics make International Relations as one of the most dynamic courses for study and research.

Overview
International Relations traditionally maps its knowledge with state-centric point of view, proven by the dominance of classic state-centric theories in the field. However, the contemporary International Relations has experienced a large shift of focus, particularly on the emphasize of alternative theories and the prominence of non-state actors. Some scholars even argued that this field of study is no longer an 'International Relations Studies', but instead a 'Global Studies', which indicates the containment of actors and subjects beyond states in the international system.

Course Outline and Objectives

 * An overview of key theories of International Politics
 * An overview of International Political Economy
 * An understanding of some of the key issues in contemporary World Politics

Learning Materials
International Relations is a branch of Political Science dealing with interactions between actors (typically states) in the international system.
 * What is International Relations?
 * The term "Power" in International Relations

Reading List

 * The Oxford Handbook of International Relations

Classic Theories of International Relations
There are traditionally three classic theories of International Relations, which are Realism, Liberalism, and Constructivism.

Structural Realism
Structural Realism usually begins with the following assumptions:
 * that the international system is anarchic; that is, there is no credible power above the states that compromise the system.
 * that states cannot be certain of the intentions of other states
 * that at least some states have offensive capabilities
 * that states have preferences which they seek to realize, and that survival is a prerequisite for realizing such a preference

From these premises, Structural Realism concludes the following: because states require survival in order to seek their preferences, they seek to survive. Because they cannot be certain of the intentions of other states, which may have offensive capabilities, and because there is no higher authority which can protect them from those other states, it is rational for states to seek some optimal level of power relative to all other states in the system. Relative power can then be used as a means to survival, and therefore a means to the state's true preferences.

The result is an international system in which each state competes with every other state for relative power. While power is an unlimited resource, the competition is, in effect, zero sum, because what is important is how powerful a state is relative to all other states. An increase in absolute power for one state and no change in absolute power for all other states will mean a decrease in relative power for all other states.

Note that, in Structural Realism, states must seek power before being able to realize their preferences. Therefore, the structural imperative to seek power will, in Structural Realism, tend to override any contrary preferences that the state has, at least for a rational state. In this way, Structural Realism posits that the driving factor behind a rational state's foreign policy is not internal politics or preferences, but an externally-determined set of structural imperatives. For this reason, Structural Realists can be very dismissive of a state's domestic politics.

Structural Realists can be further divided into Offensive and Defensive Realists, based on how much power they believe is optimal. Defense Realists posit that there is some ideal level of power which a state should seek; below that level, it cannot be guaranteed of its own security, but above that level, other states will begin to see it as a threat and counter-balance it. Offensive Realists hold that states should maximize their power, since the collective action problem will impede counter-balancing.

Liberalism
While Structural Realism posits an international system where it is rational for each state to compete with every other state, Liberalism posits a system in which cooperation is the rational choice.

Learning Materials

 * /Structural Realism/
 * /Liberalism/
 * /Classical Realism/

Reading List

 * Carr, Edward H.; The Twenty Years' Crisis 1919-1939 - An Introduction to the Study of International Relations. New York: Harper & Row, 1964. [Read chapter 4, The Harmony of Interests, online. A classic in political realism critics of liberalism]
 * Adler E. "Seizing the middle ground. Constructivism in World Politics", European Journal of International Relations, 1997, vol. 3, issue 3, pages 319–363
 * Checkel J."The Constructivism turn in International Relations Theory", World Politics vol. 50, issue 1, 1998, pages 324-348
 * Hopf T. "The promise of Constructivism in International Relations Theory", International Security, vol. 23, issue 1, 1998, pages 171-200
 * Price R. Reus-Smith C. "Dangerous liaisons? Critical international theory and Constructivism", European Journal of International Relations, vol. 4, issue 3, pages 259–294
 * Wendt A., Social Theory of International Politics. Cambridge: Cambridge University Press, 1999.

Essential Reading

 * Approaches to the Study of International Politics: Realism, Liberalism and Marxism - Read the sections on Realism and Liberalism

Supplementary Reading

 * Politics Among Nations: The Struggle for Power and Peace by Hans Morgenthau, Chapters 1 and 3

Assignments

 * Outline the assumptions of Realism and Liberalism concerning human nature. How do these assumptions influence each theory's view of International Relations? This is a 1,000 word assignment.

Learning Materials

 * /The Cold War/
 * /Israel-Palestine/
 * /The Gulf War/
 * /International relations in WW2/

Reading List

 * Calvocoressi, Peter; World Politics since 1945. Addison Wesley Longman, 1996.
 * Gaddis, John Lewis; The Cold War. Penguin, 2005.

Learning Materials
THE WORLD BANK & THE INTERNATIONAL MONETARY FUND (IMF)

Reading List

 * Gilpin, Robert; The Political Economy of International Relations. Princeton N.J.: Princeton University Press, 1987.
 * Gilpin, Robert; Global Political Economy - Understanding the International Economy Order. Princeton N.J.: Princeton University Press, 2001.
 * Gilpin, Robert; The Challenge of Global Capitalism - The World Economy in the 21th Century. Princeton N.J.: Princeton University Press, 2000.

Learning Materials

 * /Humanitarian Intervention/
 * /International System and Strategic Weapons/
 * /Weapons Proliferation/

Reading List

 * Collins A. (ed.), Contemporary Security Studies. Oxford: Oxford University Press, 2006.
 * Kolodziej E., Security and International Relations. Cambridge: Cambridge University Press, 2005.
 * Terriff T., Croft S., James L., Morgan P., Security Studies Today. Cambridge: Polity Press, 1999.

title: International Relations


text:
Wikiversity:Motto contest/Round 3

These are the results of round 3 of the Motto contest.

Round 3
Please list your name by one motto and one slogan below.

In round 3, partly following the lead of the Wikiversity logo contest, similar mottos and slogans have been grouped together. This was done for one version in the group having support from at least two people. Some similar versions receiving support from at least one person are included (for a sense of breadth of interest).

To possibly create very good alternatives, new options similar in theme to existing ones are welcome, when signed with ones support. (Mottos and slogans with new themes can be added to the round 2 lists.)

Please share comments in the comment section that help explain the meaning and intent of mottos and slogans.

List of Mottos
The motto needs to be very short - for listing with logo. See wikimedia slogan/logo examples in the goals section above (and, if you wish, see Wikiversity logo contest proposals. Please list your support for one of the following:

"free learning" mottos

 * Because knowledge should be free. -- Support: Ross, Bounton, George D. Bozovic, RichMac, CSM, Kookykman, executivezen, Zerhynn,
 * Set Learning Free -- Support: stinkey91, Jimbobalina2005, Sam, Phaedrus86, Awolf002, CharlieCLC, Venkiteswaran,
 * Open Education -- Support: Aldenis, Roytales, samurainate, Necrocapo
 * Free thinking -- Support: Smurrayinchester,
 * Freedom of Learning -- Support: Mohan Gunti,
 * Learn Free, to be Free -- Support: nehamjoshi, Helios89,
 * Because thinking is free. -- Support: Jrothwell,
 * Education is freedom! Free education! -- Support: Paul Purcell,
 * Fast, Free, and Fun... The New Way to Learn -- Support: bendroz,
 * Free learning tools -- (used on Wikibooks main page with Wikiversity logo) -- Support: ?
 * Free learning materials and activities -- (used on Wikipedia main page with Wikiversity logo) -- Support: ?
 * The world's first free, open university -- (because we need to distinguish Wikiversity from other Wiki projects, all of which offer free knowledge, learning, and an open community). -- Support: anon.

"open/free learning community" mottos

 * An open learning community -- Support: Ron, Atfyfe, Dr-Now, Reswik, DouglasHolton, Dilaudid, Tohru,
 * Free learning community -- Support: Cormaggio, Smithgrrl, Hillgentleman, guillom, Taimz, sebmol

"three principles" mottos

 * Learn. Teach. Know. -- Support: Dev920, Rayc, Liondancer, Nazdude, Draicone (talk), Damien Black,
 * Read. Learn. Share. -- Support: Yazeed, ShAdIa, boba_girl, firass, amal, Scrappyjoe
 * We Learn, We Teach, We Build -- Support: Kiesa, Strathallen,
 * Learn. Teach. Share. -- Support: Talonhawk,
 * Read. Learn. Teach. -- Support: Mahdi7,
 * Citius, Altius, Fortius --Support: Ar.hhr,

"world wide wisdom"

 * World Wide Wisdom -- Support: TigreNoir, Halyks, E A Tarina, Mark Lewis,
 * Universe of Knowledge -- Support: Duarte.filho, Suto, mohanganeesh,
 * University anywhere, anytime -- Support: Sajid,

"free learning" mottos

 * Because knowledge should be free.
 * This one would be better if 'because' was dropped, 'because ' seems like we have to justify Wikiversity, "Knowledge should be free" is more powerful. CharlieCLC
 * Why even make it conditional? "Knowledge is free" is even more powerful. Pedro.Gonnet 09:33, 10 October 2006 (UTC)
 * Why not borrow from Shakespeare? "Thought is free" (The Tempest) --Lord Pheasant 03:05, 14 October 2006 (UTC)

 * Set Learning Free
 * Pithy and to the point. Although I like the "Three Nouns" approach, too, cleary we must have the word Free in the motto! Awolf002 00:00, 25 September 2006 (UTC)
 * I like the context free is used in, meaning available and accessible. CharlieCLC

 * Alternates (facilitation suggestions, based on various options above):
 * Free learning -- Support:
 * Open learning -- Support:
 * Free education -- Support:

 * Free learning tools
 * used on Wikibooks main page with Wikiversity logo -- selected by ?

 * Free learning materials and activities
 * used on Wikipedia with Wikiversity logo -- selected by ?

"three principles" mottos

 * Learn. Teach. Know.
 * I know the whole 'let's pretend we're an old European university by having a Latin motto' is pretty daft, but just in case anyone's interested, the Latin of the above could be  'cognosco. perdoceo. scio.' . --Sam 23:36, 12 September 2006 (UTC)

 * Read. Learn. Share.
 * Facilitation consideration: Any support for these syntheses of options (based on the list of mottos above)?
 * Freedom. Learning. Community. -- Support:
 * Openness. Learning. Community. -- Support:
 * Freedom. Education. Community. -- Support:
 * Openness. Education. Community. -- Support:
 * Freedom. Learning. Sharing. -- Support:
 * Openness. Learning. Sharing. -- Support:
 * Would I need to remove my vote from the origional motto in order to properly show my support for the synthesized motto? Talonhawk 03:43, 20 September 2006 (UTC)
 * Removing the original or strikethrough would work here (plus with your support, this one can go above). In round 3 here, I think it would be good to reorganize the layout a bit and create sets of similar mottos. Then, people could support a set and express preference for specific option(s) -- as in the logo contest for Wikiversity. --Reswik 14:35, 20 September 2006 (UTC)
 * Removing the original or strikethrough would work here (plus with your support, this one can go above). In round 3 here, I think it would be good to reorganize the layout a bit and create sets of similar mottos. Then, people could support a set and express preference for specific option(s) -- as in the logo contest for Wikiversity. --Reswik 14:35, 20 September 2006 (UTC)

 * We Learn, We Teach, We Build

 * Citius, Altius, Fortius
 * I'm not sure, but should this be 'Citius, altus, fortis' ('Quickly, noble, strong') -- could someone with more latin than me verify this please? --Sam 23:36, 12 September 2006 (UTC)
 * no, it's correct: "citius, altius, fortius" means "faster, higher, stronger", to represent the athlete's desire for continuous self-amelioration. --Nadira 10:23, 17 September 2006 (UTC)

 * Study A Little. Teach Alot. Change The World. --Adam 9:36, 22 October 2006

"open/free learning community" mottos

 * An open learning community
 * I switched my vote from "free learning community" to this for various reasons, including: 1) the appeal of the rich connotations of openness in the context of learning, in spite of my agreeing with the "free" side of debate in the politics of open source vs. free software; 2) the resonance with the slogan with most support below (so far) which uses "open."; 3) this offers our to-be-extensive project an opportunity to contribute (in discussions and on possible page(s) of explanation somewhere) to re-interpreting the implications of open, openness, and opening (in various senses such as development, awakening and liberation) in relation to the meaning of freedom in the free culture movement. Reswik 17:28, 12 September 2006 (UTC)

 * Free learning community

"world wide wisdom"

 * World Wide Wisdom
 * In Latin, it may be like this: "sapientis ubi gentium" or "sapiens ubi gentium" which means mostly "wisdom where in the world". Sblisesivdin 16:25, 7 October 2006 (UTC)

List of Slogans
This can be a short sentence or phrase - for listing at top of main page with "Welcome to Wikiversity". Please list your support by one option:

"opening minds..." slogan

 * Opening minds through open learning -- Support: Mos87, The Winged Self, Ross, Rayc, Dr-now, Liondancer@de, Reswik, Damien Black, Strathallen, Awolf002, CharlieCLC, AdamG

"learn and teach" slogans

 * Where teachers learn, and learners teach. -- Support: Deltinu, Jimbobalina2005, Dilaudid, Suto, Soahc_0
 * You can learn anything, teach anything, and know anything -- Support: Dev920, Nazdude,
 * Teach to Learn, Learn to Teach -- Support: OneWomanArmy, Bounton,
 * Because Learning Is Never Ending... -- Support: Juhi, Talonhawk,
 * Learning and teaching as one -- Support: D Platt,
 * Learn baby, learn! -- Lamarvelous 15:57, 20 October 2006 (UTC)

"free learning community " slogans

 * Free learning community -- Support: Cormaggio, Aldenis, George D. Bozovic, Hillgentleman, sebmol
 * the free learning network that you help create -- Support: Ron,

"freedom" and "free learning" slogans
Justice For All.
 * Free knowledge for everyone -- Support: Liju, Smithgrrl,
 * Reasonably free thinking, freely pursued. -- Support: Mirwin,
 * Join us for making Knowledge Valuable without Price -- Support: Neha, EulerGamma,
 * Learn free, think free. -- Support: stinkey91,
 * Universe of the free knowledge -- Support: Duarte.filho,
 * No need to earn to learn -- Support: Ajay,India,
 * Wikiversity - The Freedom of Development & Growth through Learning Support: Mohan Gunti,
 * Free, creative minds deserve free, creative learning experience -- Support: Saad Yousuf,
 * Education is freedom! Free education! -- Support: Paul Purcell,
 * People are the source of knowledge. This open forum, it's challenge. Support: --AaronG,

"wikiworms" slogan

 * All Wikiworms are welcomed! -- Support: Yazeed, ShAdIa, boba_girl,

"strength through wisdom..." slogan

 * Strength through wisdom, wisdom through study. -- Support: Nikola Enchev, Boris Hristov, Sam,

"opening minds..." slogan

 * Opening minds through open learning
 * See my comment about "openness" under "an open learning community" in the motto comment section. Reswik 15:57, 12 September 2006 (UTC)

The Revolution of Learning Has Begun.

"learn and teach" slogans

 * Where teachers learn, and learners teach.

 * You can learn anything, teach anything, and know anything

 * Teach to Learn, Learn to Teach

 * Because Learning Is Never Ending...

"free learning community " slogans

 * Free learning community
 * It certainly is simple, straight forward, and accurate. If nothing else better comes up, why not stick with simplisty? --  Zanimum 16:41, 29 September 2006 (UTC)

"freedom" and "free learning" slogans

 * Free knowledge for everyone

 * Join us for making Knowledge Valuable without Price

 * People are the source of knowledge. This open forum, it's challenge.
 * ...There is one BIG threat to this web site that is common to all open forum Wiki's; achieving credibility. This motto is my suggestion because one many levels there is a need for truth and knowledge. This open forum, in my opinion, will be it's ultimate test as laymen and academics confront information together in the wonderful project.--AaronG

"wikiworms" slogan

 * All Wikiworms are welcomed!
 * Um, no. --  Zanimum 16:39, 29 September 2006 (UTC)

"strength through wisdom..." slogan

 * Strength through wisdom, wisdom through study
 * The idea behind this is not solely from "V for Vendetta" :), but rather my own country's (Bulgaria) slogan: "Strength through Unity". Since I'm more a cosmopolitain than a nationalist, I think that "Wisdom through study" is entirely based on worldwide progress through enriching knowledge, which basically my own idea on development of humanity as a whole. Nikola Enchev 13.09.'06.

title: Wikiversity:Motto contest/Round 3


text:
Multilingual worksheet

Schools of Linguistics, Language and Literature Institute for Multilingual Studies Multilingualism Practicum *** HARD HAT AREA ***

Multilingualism
This practicum develops learning resources and materials related to the general study of Multilingualism.

These will help facilitate Foreign Language Learning and Topic:Multilingual Studies at Wikiversity. The first (but not last) Language Divisions are:
 * English
 * German
 * Spanish
 * French
 * ...but there are many others!...

Don't feel bad because you don't speak English!

This worksheet is here as an aid (like a "scratchpad") to translators and students of planet-wide community-building and for establishing Transwiki-versity.

Goals
This practicum aims to create a master reference for the School of Language and Literature in the form of a local article Multilingualism.

Wikiversity
Specific goals are to produce learning materials that will help to strengthen Wikiversity as an Online learning community. The principle that the learning community here will be open, accessible and free to all requires a multi-lingual aspect as a priority in its charter. To help meet this end, we are creating this ongoing Multilingual Practicum.

Beta.Wikiversity
As Wikiversity grows, replicates and reproduces through various languages and cultures, the need for multiple language resource versions and translation services will increase. This practicum is being designed to help meet these already-obvious needs. The following pages explain the multilingual system on Wikiversity Beta:
 * Wikiversity:Multilingualism

Institute of Multilingual Studies
Mission Statement: In the Spirit of an Open Community with the Assumption of Good Faith, the Institute of Multilingual Studies will leave Matters of Policy to Higher Powers.

English Division
English Division Mission Statement: This practicum, though born here at the English language version of Wikiversity shall not be defined, constrained nor imposed as a standard but offered only as a model, pattern, suggestion or example to the Betas as they come online.

The Division shall be responsible for the English version of:
 * Translator's Handbook - A language-neutral general-purpose resource developed as an open collaborative project that grows along with Wikiversity's Betas.

Interlingual Beta Club
HARD HAT AREA

We are taking it upon ourselves to build a local (English) version of Multilingualism, synchronously with beta projects, established, developing and future as a mirror of

Our main challenge is to work within a  host / guest  paradigm that promotes the understanding that native speakers of one language are non-native speakers of another. As members of the English Wikiversity, we hope to be faithful custodians for translation resourses for those who have little or no experience with English.

We will do this by Hosting: and guest stations:
 * Multilingualism/En (the host base)
 * 1) Multilingualism/De
 * 2) Multilingualism/Es
 * 3) Multilingualism/Fr
 * 4) Multilingualism/Zh
 * 5) Multilingualism/Ar
 * 6) etc.

and a special one:
 * Multilingualism/NEW for creating interfaces to new Wikiversity beta projects.

Organization
(under construction)

Schools: Media Studies | Linguistics | Computer Science | Language and Literature

Institute for Multilingual Studies
 * English Language
 * German
 * Chinese
 * Languages
 * Translation Department
 * Wikiversity_translations
 * Translator's Handbook
 * Wikiversity translations/Recruiting translators
 * Wikiversity translations/Training translators
 * Interlingual Beta Club

Category:Languages and Language families Category: Wikiversity translations

Suggested reading
Practicum Reading List:
 * Wikiversity translations (please start here)
 * Wikiversity translations/De to En archive <- priority
 * Wikiversity:Multilingualism/En (at beta.wikiversity.org)
 * Wikiversity:Multilingualism/De (at beta.wikiversity.org)
 * Multilingualism (Wikipedia article)
 * Wikibooks:Languages bookshelf
 * How to learn a language (Wikibooks)
 * add some

See more in the Resources section below.

Collaborations

 * 1) Computer Science learners studying Computer-assisted translation or Machine translation may also have contributions and a use for this worksheet.
 * 2) Wikiversity the Movie may need some help with Wikiversity the Movie/multi-lingual

See Practicum - Guideline document for more on collaborations.

Labs
Develop some lists and tables:

We should decide if two-letter codes are enough to get a fairly comprehensive listing to start with. The following are somewhat arbitrarily selected as examples:

These are ISO 639-2 Alpha-2 codes. See List of ISO 639-2 codes for the complete list including Alpha-3 codes.

We're focusing on en-de and de-en to prime the Multilingualism program.

Currently Wikiversity has seeded beta projects for English, Deutsch, Français, Kölsch, Norsk (bokmål) and 中文. We would do well to follow suit. Check, , , ?, ?? (?) and.

SESSION/2006/10/19: Q) Do all languages have 2-letter codes? Are there some that have no codes at all? Is this a problem? Jade Knight A) They may be unable to use some machine translation features, but certainly shall not exclude them from the mix. We ARE Human! CQ

Native names
18 Native Names:

中文 Español English Português Русский 日本語 Deutsch 한국어 Français Italiano Zazaki Polski Kurdî Română Nederlands Svenska Esperanto عربي

Nominal listing
This list is based on Language speaker data mostly from the Ethnologue estimate (1999).

Ranking # code Name in English | Native name:

 * 1) zh Chinese | 中文
 * 2) es Spanish | Español
 * 3) en English | English
 * 4) pt Portuguese | Português
 * 5) ru Russian | Русский
 * 6) ja Japanese | 日本語
 * 7) de German | Deutsch
 * 8) ko Korean | 한국어
 * 9) fr French | Français
 * 10) it Italian | Italiano
 * 11) zz Zazaish | Zazaki
 * 12) pl Polish | Polski
 * 13) ku Kurdish | Kurdî
 * 14) ro Romanian | Română
 * 15) nl Dutch | Nederlands
 * 16) sv Swedish | Svenska
 * 17) eo Esperanto Esperanto
 * 18) ar Arabic | عربي

It's a start.

MediaWiki listing
The following languages are supported by MediaWiki and can be used as the default language for new Wikia sites, Wikiversity betas, your own language setting in Special:Preferences, or for interlanguage links when making translations.

The supported languages are also listed at list.org/i18n.html.

These language names are based on the MediaWiki names.php file.

Sample table
Now we make a table:

Evaluation
The goal of translation is to ensure that the source and the target texts communicate the same message. We selected en, because that's our native language. Notice that when we scanned the whole table for instances of  en , two vectors become evident:
 * 1) The vertical vector - native
 * 2) The diagonal vector - foreign

As native speakers of English, we are the custodians or the  host  of English as a source language. The pages in the verticle vector: en-zh, en-es, ... en-de, etc. are written in English. They are for native English speakers wishing to learn a selected foreign language.

Conversly, the pages in the diagonal vector: zh-en, es-en, ... de-en, etc. are written in foreign languages. Native English speakers now become visitors or the  guest  of the target language custodians.

The pages, en-de and de-en become mirror images of each other. They are translated, (not just transliterated) therefore display the same ideas in matching positions on each page. For example, the page title: en-de - English-German Translation Guide de-en - Deutsch-Englisch [Translation Guide/de]

I don't know how to say "Translation Guide" in German, so I indicate that I need some help from the German-speaking custodians of the de-en page.

Wikiversity Resources

 * Topic:Audio Engineering - Get help with Sound, Speech recording and Playback.
 * Topic:News and Information services -> Wikiversity and Wikinews services - announce this practicum
 * [Wikiversity resource]

Internal Resources

 * Wikibooks:Languages bookshelf - A categorized index to a  host  of language learning Wikibooks
 * [Wikimedia resource]

External Resources

 * Pen Pal Wiki - a Wikia site where we can experiment on live subjects
 * Meta Collab Wiki - Wikia site where you will be an honored  guest .
 * Academia Wiki - *** HARD HAT AREA ***
 * [external resource]

Categories

 * Category:Language Acquisition
 * 1) [proposed category]

title: Multilingual worksheet


text:
International Relations/Structural Realism

The Premises of Structural Realism
Structural Realism usually begins with the following assumptions:
 * that the international system is anarchic; that is, there is no credible power above the states that compromise the system.
 * that states cannot be certain of the intentions of other states
 * that at least some states have offensive capabilities
 * that states have preferences which they seek to realize, and that survival is a prerequisite for realizing such a preference

From these premises, Structural Realism concludes the following: because states require survival in order to seek their preferences, they seek to survive. Because they cannot be certain of the intentions of other states, which may have offensive capabilities, and because there is no higher authority which can protect them from those other states, it is rational for states to seek some optimal level of power relative to all other states in the system. Relative power can then be used as a means to survival, and therefore a means to the state's true preferences.

The result is an international system in which each state competes with every other state for relative power. While power is an unlimited resource, the competition is, in effect, zero sum, because what is important is how powerful a state is relative to all other states. An increase in absolute power for one state and no change in absolute power for all other states will mean a decrease in relative power for all other states.

Note that, in Structural Realism, states must seek power before being able to realize their preferences. Therefore, the structural imperative to seek power will, in Structural Realism, tend to override any contrary preferences that the state has, at least for a rational state. In this way, Structural Realism posits that the driving factor behind a rational state's foreign policy is not internal politics or preferences, but an externally-determined set of structural imperatives. For this reason, Structural Realists can be very dismissive of a state's domestic politics.

Structural Realists can be further divided into Offensive and Defensive Realists, based on how much power they believe is optimal. Defense Realists posit that there is some ideal level of power which a state should seek; below that level, it cannot be guarenteed of its own security, but above that level, other states will begin to see it as a threat and counter-balance it. Offensive Realists hold that states should maximize their power, since the collective action problem will impede counter-balancing.

Modified Structural Realism
Modified Structural Realism is the result of an effort by Robert O. Keohane to improve the theories of Classical and Structural Realism adding some basic assumptions from Idealist theories.

Key assumptions:

 * Sovereign states are the principal actors in the international system.
 * Emphasis is given to the role of non governmental organizations and international/ multinational organizations.
 * States are rational unitary actors each moving towards their own national interest.
 * States always try to maximise their military power but they are also interested in maximizing other forms of power such as "soft power".
 * The definition of national interests is affected by the structure of the international system and also by internal factors such as public opinion. However, internal characteristics do not shape state behavior in the international system; the anarchic structure of the international system itself does.

Modified Structural Realism cures some of the weaknesses of the theories stated above especially concerning the effective use of the state's power and the role and function of the international regimes.