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T-76.5613 Software testing and quality assurance

The sole purpose of this resource is to prepare students for the exam of the course T-76.5613 Software testing and quality assurance, which can be taken in Helsinki University of Technology. The exam will consist mostly of lecture definitions and questions, which this resource will try to provide answers to.

In the ideal situation, reading this page, instead of the way too long course book, would be more than enough to pass the course exam. So if you are a student taking this course, so please contribute!

Describe Garvin's five viewpoints to product quality and explain how these viewpoints apply to software quality.

 * Transcendent approach
 * Quality cannot be measured but can be learned to recognize.
 * Quality is therefore difficult to define because it is recognized only through experience. Similar to beauty, for example.
 * User-based approach
 * Focus on consumer preferences.
 * Products that satisfy consumer requirements are of highest quality.
 * Manufacturing based approach
 * Emphasize the supply side and are mainly concerned with “conforming to requirements”.
 * "99.5% are non-faulty".
 * Product-based approach
 * Quality as a measurable attribute.
 * Better measure => better quality.
 * Value-based approach
 * Quality is defined in terms of cost and prices.
 * Quality products provide performance at an affordable price.

Compare ISO 9126 quality model and McCall quality models for software quality?

 * The McCall Quality Model
 * Product revision: relates to the source code and development aspect of the system.
 * maintainability, flexibility, testability
 * Product transition: relates to reusing or re-purposing some or all of the system’s components.
 * portability, reusability, interoperability
 * Product operations: relates to qualities of the system while it is operational
 * correctness, reliability, efficiency, integrity, usability

 * ISO 9126 quality model
 * Functionality
 * Reliability
 * Usability
 * Efficiency
 * Maintainability
 * Portability

Describe different reasons that cause defects or lead to low quality software.

 * Software is written by people.
 * People are under pressure because of strict deadlines.
 * Reduced time to check quality.
 * Software will be incomplete.
 * Software is very complex.

Explain what the statement "software is not linear" means in the context of software defects and their consequences. Give two examples of this.

 * A small change in input or one-line error in the code may have a very large effect.
 * Example: Intel Pentium Floating Point Division Bug, several hospital systems
 * A change in code can also result in a minor inconvenience with no visible impact at all.

What is quality assurance and how it is related to software testing?

 * Create good and applicable methods and practices for achieving good enough quality level.
 * Ensure that the selected methods and practices are followed.
 * Support the delivery of good enough quality deliverables.
 * Provide visibility into the achieved level of quality.

Describe and compare different definitions of software testing that have been presented. How these definitions differ in terms of the objectives of testing?

 * Testing is the execution of programs with the intent of finding defects.
 * Testing is the process of exercising a software component using a selected set of test cases, with the intent of revealing defects and evaluating quality.
 * Testing is a process of planning, preparation, execution and analysing, aimed at establishing the characteristics of an information system and demonstrating the difference between actual and required status.

Describe the main challenges of software testing and reasons why we cannot expect any 'silver bullet' solutions to these challenges in the near future.

 * It is impossible to test a program completely. Too many inputs and outputs.
 * Requirements are never final.
 * Testing is seen as a last phase in the development cycle. This phase is often outsourced.

Testing is based on risks. Explain different ways of prioritizing testing. How prioritizing is applied in testing and how it can be used to manage risks?

 * The higher the risk, the more testing is needed.
 * Focus the testing effort:
 * What to test first?
 * What to test the most?
 * How much to test each feature?
 * What not to test?
 * Possible ranking criteria:
 * Test where a failure is most severe, most likely or most visible.
 * Customer prioritizes requirements according to what is most critical to customer's business.
 * Test areas where there have been problems in the past or where things change the most.

Describe typical characteristics and skills of a good software tester. Why professional testers are needed? How testers can help developers to achieve better quality?

 * Skills:
 * Destructive attitude and mindset.
 * Excellent communication skills.
 * Ability to manage many details.
 * Knowledge of different testing techniques and strategies.
 * Strong domain expertise.
 * Why professional testers:
 * Developers can't find their own defects.
 * Skills, tools and experience.
 * Objective viewpoint.
 * Testers can help developers by giving constructive feedback.

Describe the V-model of testing and tell how testing differs in different test levels?

 * Different levels:
 * Requirements <=> Acceptance testing
 * Functional specification <=> System testing
 * Architecture design <=> Integration testing
 * Module design <=> Unit testing
 * Coding
 * It is good to use each development specification as a basis for the testing.
 * It is easier to find faults in small units than in large ones.
 * Test small units first before putting them together to form larger ones.

Describe the purpose and main difference of Performance testing, Stress testing and Recovery testing.

 * Performance testing
 * Testing of requirements that concern memory use, response time, through-put and delays.
 * Stress testing
 * A form of testing that is used to determine the stability of a given system.
 * It involves testing beyond normal operational capacity, often to a breaking point, in order to observe the results.
 * Recovery testing
 * In software testing, recovery testing is the activity of testing how well the software is able to recover from crashes, hardware failures and other similar problems.
 * Example: While the application running, suddenly restart the computer and after that check the validness of application's data integrity.

Describe branch coverage and condition coverage testing. What can you state about the relative strength of the two criteria? Is one of them stronger than the other?

 * Decision coverage
 * Decision coverage is 100% if each control flow branch is at least once by a test case.
 * Condition coverage
 * Testing if each boolean sub-expression has evaluated both to true and false.
 * Example: (a<0 || b>0) => (true, false) and (false, true)
 * Therefore, condition coverage is stronger(?) than decision coverage.

How coverage testing tools can be used in testing? What kind of conclusions you can draw based on the results of statement coverage analysis?

 * Without a good white-box testing tool, analyzing and controlling coverage testing is hopeless.
 * A tool can tell us:
 * If we are missing some tests.
 * If we need better tests (weak spots in tests).
 * Risky areas that are hard to cover. These areas can be covered by reviews, or other methods.
 * Unreachable code, old code, debug code...
 * Tools can be used to guide testing.
 * Tools highlight non-covered areas of code.

=== Give examples of defect types that structural (coverage) testing techniques are likely to reveal and five examples of defect types that cannot necessarily be revealed with structural techniques. Explain why. ===
 * Structural testing is good for:
 * Revealing errors and mistakes made by developers.
 * Defect types that cannot be revealed with structural techniques:
 * There are missing features or missing code.
 * Timing and concurrency issues.
 * Different states of the software.
 * Same path reveals different defects in different states.
 * Variations of environment and external conditions.
 * Variations of data.
 * Does not say anything about qualities: performance, usability...

Describe the basic idea of mutation testing. What are the strengths and weaknesses of mutation testing.

 * Involves modifying program's source code in small ways.
 * These, so-called mutations, are based on well-defined mutation operators that either mimic typical user mistakes (such as using the wrong operator or variable name).
 * The purpose is to help the tester develop effective tests or locate weaknesses in the test data used for the program or in sections of the code that are seldom or never accessed during execution.

Lecture 4 Questions: Black-box testing techniques
=== Compare function testing and scenario testing techniques. What kind of purposes these two techniques are good? What are shortcomings of the two techniques? How function testing and scenario testing could be used to complement each other? ===
 * Function testing is about testing one functionality of the software at a time.
 * Reveals errors that should be addressed early.
 * No interaction between functions is tested.
 * Does not say if the software solves the user's problem.
 * Scenario testing is about testing complicated and realistic stories of real usage of the system.
 * It is a story that is motivating, credible, complex, and easy to evaluate.
 * Easy to connect testing to documented requirements.
 * Scenarios are harder to automate(?).
 * They complement each others in the sense that the other focuses on real-life user requirements and the other on functional requirements.

List and describe briefly different ways of creating good scenarios for testing?

 * Read "An Introduction to Scenario Testing" for 12 best ways.
 * Good testing scenarios are:
 * Based on a story about how the program is used.
 * Motivating: Stakeholders get more involved.
 * Credible: Can happen in the real world.
 * Complex: Complex use of the program data and environment.
 * Results are easy to validate.

Describe at least five testing heuristics and explain why they are good rules of thumb and how they help testing.

 * Test at the boundaries.
 * Reveals common defects.
 * Test with realistic data and scenarios.
 * Quality of software becomes better when basic operations work.
 * Avoid redundant tests.
 * Make it more easy to execute, read and understand test cases.
 * Test configurations that are different from the developer's.
 * Developers are lazy to change their configurations.
 * Run tests that are annoying to set up.
 * Developers are lazy to test more advanced tests.

What is Soap Opera Testing? Why soap opera testing is not same as performing equivalence partitioning and boundary value analysis using extreme values?

 * Soap Opera testing can be considered as scenario testing with extreme values.
 * Testing scenarios are complicated and realistic stories of real usage of the system.
 * Stories based on the most extreme examples that could happen in practice.
 * The goal in scenario testing is to focus on business needs and realistic situations.
 * The main difference is that a soap opera test case tests the whole system from a practical point of view while EP and BVA test a specific function of the system with extreme values.

Describe different coverage criteria for combination testing strategies. How these criteria differ in their ability to reveal defects and cover functionality systematically?

 * 1-wise coverage
 * Every input parameter is covered with some test case.
 * Pair-wise coverage
 * All possible combinations of each pair of input parameters.
 * t-wise coverage
 * All possible combinations of t amount of input parameters.
 * N-wise coverage
 * Test all combinations of all parameters.

Describe the basic idea of decision table testing and the two different approaches to applying it.

 * Basic idea:
 * Model complicated business rules.
 * Different combinations of conditions lead to different expected outcomes (actions).
 * Sometimes it is difficult to follow which conditions correspond to which actions.
 * Easy to observe that all possible conditions are accounted for.
 * Approaches:
 * Describe only interesting rules
 * Describe all possible combinations

List and describe at least five different functions that a test plan can be used for.

 * Support quality assessment that enables wise and timely product decisions.
 * Support preparations, staffing, responsibilities, task planning and scheduling.
 * Support evaluation of the test project and test strategy.
 * Justify the test approach.
 * Benefits and limitations of the test approach.
 * For coordination.
 * For risk management.
 * Specify deliverables.
 * Record historical information for process improvement.

Describe six essential topics of test planning, what decisions has to be made concerning each of these topics?

 * Why: Overall test objectives.
 * 1) *Quality goals.
 * 2) What?: What will and won't be tested.
 * 3) *Prioritize. Provide reasoning.
 * 4) *Analyze the product to make reasonable decisions.
 * 5) How?: Test strategy.
 * 6) *How testing is performed:
 * 7) *Test techniques, test levels, test phases.
 * 8) *Tools and automation.
 * 9) *Processes:
 * 10) **How test cases are created and documented.
 * 11) **How defect reporting is done.
 * 12) Who?: Resource requirements.
 * 13) *People.
 * 14) **Plan responsibilities.
 * 15) *Equipment.
 * 16) *Office space.
 * 17) *Tools and documents.
 * 18) *Outsourcing.
 * 19) When: Test tasks and schedule.
 * 20) *Connect testing with overall project schedule.
 * 21) What if?: Risks and issues.
 * 22) *Risk management of the test project, not the product.

How estimating testing effort differs from estimating other development efforts? Why planning relative testing schedules might be a good idea?

 * Differences:
 * Testing is not an independent activity, depends lots of how development performs.
 * Critical faults can prevent further testing.
 * It is hard to predict how long it will take to find a defect.
 * Relative schedules are good because:
 * It is hard to know when testable items are done by development.
 * Some of the other phases might take more time than predicted.

How is test prioritization different from implementation or requirements prioritization, why cannot we skip all low priority tests when time is running out?

 * Prioritization should be thought of as distribution of efforts rather than execution order.
 * Do not skip tests with low priority.
 * Risk of missing critical problems.
 * Prioritization might be wrong.

What defines a good test plan? Present some test plan heuristics (6 well explained heuristics will produce six points in the exam)

 * Rapid feedback
 * Will get the bugs fixed faster.
 * Whenever possible testers and developers should work physically near each other.
 * Test plans are not generic.
 * Something that works for a project might not work for another.
 * A test plan should highlight the non-routine, project-specific aspects of the test strategy and test project.
 * Important problems fast.
 * Testing should be optimized to find important problems fast, rather than attempting to find all problems with equal urgency.
 * The later in the project that a problem is found, the greater the risk that it will not be safely fixed in time to ship.
 * Review documentation.
 * Enables more communication and the reasoning behind the document is understood better.
 * Maximize diversity.
 * Test strategy should address test platform configuration, how the product will be operated and how the product will be observed.
 * No single test technique can reveal all important problems in a linear fashion.
 * Promote testability.
 * The test project should consult with development to help them build a more testable product.

Describe the difference between designing test ideas or conditions and designing test cases. How this difference affects test documentation?

 * Test idea is a brief statement of something that should be tested.
 * Example: For a find function, "test that multiple occurrences of the search term in the document are correctly indicated".
 * Test case is a set of inputs, execution conditions and expected results.
 * Example: For a find function.
 * Input: Search term "tester" to a document containing 2 occurrences of the search term.
 * Conditions: Case insensitive search.
 * Expected results: The first occurrence is selected and both occurrences are highlighted with a green background.

=== Why is it important to plan testing in the early phases of software development project? Why could it be a good idea to delay the detailed test design and test case design to later phases, near the actual implementation? ===
 * Early test design is good because:
 * It finds faults quickly and early.
 * Cheaper to fix more early.
 * Faults will be prevented, not built in.
 * Not too early test case design is good because:
 * Test cases can then be designed in implementation order.
 * Test case design can be started from the most completed and best understood features.
 * Avoid anticipatory test design.

Give reasons why test case descriptions are needed and describe different qualities of good tests or test cases?

 * Test case descriptions are needed because:
 * They make test cases more repeatable.
 * More easy to track what features and requirements are tested.
 * Gives a proof of testing: evaluating the level of confidence.
 * Qualities of good test cases:
 * Power.
 * The test will reveal the problems.
 * Validity.
 * The problems are valid.
 * Value and credibility.
 * Knowledge of the problems bring value.
 * Coverage.
 * The test covers something that is already not covered.
 * Performable.
 * The test case can be performed as it is designed.
 * Maintainable.
 * Easy to make changes.
 * Repeatable.
 * Easy and cheap to run it.
 * Cost.
 * Does not take too much time or effort.
 * Easy evaluation.
 * It is easy to say if there is a defect or not.

=== What issues affect the needed level of detail in test case descriptions? In what kinds of situations are very detailed test case descriptions needed? What reasons can be used to motivate using less detailed, high level test case descriptions? ===
 * Very detailed test cases:
 * For inexperiences testers.
 * They need more guidance.
 * For specific testing techniques:
 * All pairs of certain input conditions need more details.
 * Motivations:
 * Repeatability.
 * Traceability.
 * Tracking progress.
 * Tracking coverage.
 * Less detailed test cases:
 * For experienced testers.
 * Motivations:
 * Maintainability.
 * Less cost of documentation.
 * More creative testing.
 * More satisfaction for testers.

How defect reports can be made more useful and understandable? What kinds of aspects you should pay attention to when writing defect reports?

 * Useful reports are reports that get the bugs fixed.
 * Minimal.
 * Just the facts.
 * Singular.
 * One report per bug.
 * Obvious and general.
 * Easy steps and show that the bug can be seen easily.
 * Reproducible.
 * Won't get fixed if it can't get reproduced.
 * Emphasize severity.
 * Show how severe the consequences are.
 * Be neutral when writing.

=== What is essential information in test reporting for management? How management utilizes the information that testing provides? Why a list of passed and failed test cases with defect counts is not sufficient for reporting test results? ===
 * Essential information for management:
 * Evaluation of quality of the software development project.
 * Problems and decisions that require management action.
 * Status of testing versus planned.

What are the five differences that distinguish exploratory testing from test-case based (or scripted) testing?

 * Scripted testing:
 * Tests are first designed and recorded, and then executed.
 * Execution can be done by a different person.
 * Execution can be done later.
 * Exploratory testing:
 * Tests are designed and executed at the same time.
 * Tests are often not recorded.
 * Can be guided by previous testing results.
 * Focus is on finding defects by exploration.
 * Enables simultaneous learning of the system.
 * No planning, no tracking, no recording and no documentation.
 * Depends on the tester's skill, knowledge and experience.

What benefits can be achieved using exploratory testing (ET) approach. What are the most important challenges of using ET? In what kinds of situations ET would be a good approach?

 * Benefits:
 * Writing test cases takes too much time.
 * Testing from the user's viewpoint.
 * ET goes deeper into the tested feature.
 * Effective way of finding defects.
 * Gives good overall view of quality.
 * Enables testing of the look and feel of the system.
 * Challenges:
 * Coverage
 * Planning and selecting what to test.
 * Reliance on expertise and skills.
 * Repeatability.
 * Good for situations:
 * The features can be used in many different combinations.
 * Agile situations, where things change fast.

Describe the main idea of Session-Based Test Management (SBTM). How the needs for test planning, tracking and reporting are handled in SBTM?

 * Enables planning and tracking exploratory testing.
 * Includes a charter that answers:
 * What? Why? How? What problems?
 * And possibly: Tools? Risks? Documents?
 * Allows reviewable results.
 * Done in sessions of ~90 minutes
 * Gets the testing done and allows flexible reporting.
 * Debriefing
 * Test planning, tracking and reporting is done with the help of charters.

Give reasons that support the hypothesis that Exploratory Testing could be more efficient than test-case-based testing in revealing defects?

 * Test-case-based testing produces more false defect reports.

Describe and compare reviews and dynamic testing (applicability, benefits, shortcomings, defect types)

 * Reviews:
 * A meeting or a process in which an artifact is presented to peers or the customer.
 * Benefits:
 * Identify defects and improve quality.
 * Can be done as soon as artifact is ready (or for incomplete components).
 * Distribution of knowledge.
 * Increased awareness of quality issues.
 * Cost of fixing found defects decrease radically.
 * Shortcomings:
 * Can only examine static documents.
 * Defect types:
 * Quality attributes.
 * Reusability.
 * Security.

Present and describe briefly the four dimensions of inspections.

 * Process:
 * Planning.
 * Overview.
 * Defect detection.
 * Defect correction.
 * Follow-up.
 * Roles:
 * Leader.
 * Moderator.
 * Author.
 * Inspectors.
 * Reader.
 * Recorder.
 * Nobody from management.
 * Reading techniques:
 * Ad-hoc based.
 * Checklist based.
 * Abstraction based.
 * Scenario based.
 * Products
 * Requirements.
 * Design.
 * Code.
 * Test cases.

Explain the different types of reviews and compare their similarities and differences.

 * Team reviews:
 * Less formal with lots of discussion and knowledge distribution.
 * Inspection:
 * Very formal meetings that enable improvement.
 * Walkthrough:
 * Author presents to others that are not prepared.
 * Pair review & Pass-around:
 * Individual check of a product.
 * Code review with a pair.
 * Audits:
 * Evaluation by another independent company.
 * Management review:
 * Ensure project progress (iteration demos in scrum).

Describe the costs, problems, and alternatives of reviews.

 * Cost:
 * 5-15% of development effort.
 * Planning, preparation, meeting, ...
 * Problems:
 * No process understanding.
 * Wrong people.
 * No preparation.
 * Focus on problem solving rather than defect detection.
 * Alternatives:
 * Pair programming
 * Joint Application Design

Lecture 10 Article Questions: Static Code Analysis and Code Reviews
=== Describe the taxonomy for code review defects for both functional and evolvability defects and describe the type of defect actually found in code reviews. (Article: What types of defects are really discovered in code reviews ) ===
 * Evolvability defects:
 * Documentation.
 * Documentation is information in the source code that communicates the intent of the code to humans (e.g., commenting and naming of software elements, such as variables, functions, and classes).
 * Visual representation.
 * Visual representation refers to defects hindering program readability for the human eye. (Indentation)
 * Structure.
 * Structure indicates the source code composition eventually parsed by the compiler into a syntax tree.
 * Functional defects:
 * Resource.
 * Resource defects refer to mistakes made with data, variables, or other resource initialization, manipulation, and release.
 * Check.
 * Check defects are validation mistakes or mistakes made when detecting an invalid value.
 * Interface.
 * Interface defects are mistakes made when interacting with other parts of the software, such as an existing code library, a hardware device, a database, or an operating system.
 * Logic.
 * The group logic contains defects made with comparison operations, control flow, and computations and other types of logical mistakes.
 * Timing.
 * The timing category contains defects that are possible only in multithread applications where concurrently executing threads or processes use shared resources.
 * Support.
 * Support defects relate to support systems and libraries or their configurations.
 * Larger defects.
 * Larger defects, unlike those presented above, cannot be pinpointed to a single, small set of code lines.
 * Larger defects typically refer to situations in which functionality is missing or implemented incorrectly and such defects often require additional code or larger modifications to the existing solution.

=== What is static code analysis and what can be said about the pros and cons of static code analyzes for defect detection (Article: Predicting Software Defect Density: A Case Study on Automated Static Code Analysis, Article Using static analysis to find bugs ) ===
 * Static code analysis is the analysis of computer software that is performed without actually executing programs built from that software (analysis performed on executing programs is known as dynamic analysis).
 * Finding of defects that lead to security vulnerabilities, such as buffer overflows, format string vulnerabilities, SQL injection, and cross-site scripting.
 * Another common bug pattern is when software invokes a method but ignores its return value.

Describe the Clean Room process model. What are the benefits of the Clean room model? How has the model been criticized?

 * The philosophy behind Cleanroom software engineering is to avoid dependence on costly defect-removal processes by writing code increments right he first time and verifying their correctness before testing. Its process model incorporates the statistical quality certification of code increments as they accumulate into a system.
 * It can improve both the productivity of developers who use it and the quality of the software they produce.
 * The focus of the Cleanroom process is on defect prevention, rather than defect removal.

Describe data-driven and keyword-driven test automation. How do they differ from regular test automation techniques, what are their benefits and shortcomings?

 * Data-driven testing is a methodology used in Test automation where test scripts are executed and verified based on the data values stored in one or more central data sources or databases. These databases can range from datapools, ODBC sources, csv files, Excel files, DAO objects, ADO objects, etc. Data-driven testing is the establishment of several interacting test scripts together with their related data results in a framework used for the methodology. In this framework, variables are used for both input values and output verification values: navigation through the program, reading of the data sources, and logging of test status and information are all coded in the test script. Thus, the logic executed in the script is also dependent on the data values.
 * Keyword-driven:
 * The advantages for automated tests are the reusability and therefore ease of maintenance of tests that have been created at a high level of abstraction.

What problems are associated with automating testing? What kinds of false beliefs and assumptions people make with test automation?

 * Assumptions:
 * Computers are faster, cheaper, and more reliable than humans; therefore, automate.
 * Testing means repeating the same actions over and over.
 * An automated test is faster, because it needs no human intervention.
 * We can quantify the costs and benefits of manual vs. automated testing.
 * Automation will lead to "significant labor cost savings."
 * The cost of developing the automation.
 * The cost of operating the automated tests.
 * The cost of maintaining the automation as the product changes.
 * The cost of any other new tasks necessitated by the automation.
 * Problems:
 * Each time the suite is executed someone must carefully pore over the results to tell the false negatives from real bugs.
 * Code changes might mean changes to automated test cases.

Lecture 12 Article Questions: Agile Testing
=== What kinds of challenges agile development approach places for software testing? Describe contradictions between the principles of agile software development and traditional testing and quality assurance. ===

=== Read the experiences of David Talby et al. presented in their article "Agile Software Testing in a Large-Scale Project". Describe how they tackled the following areas in a large-scale agile development project: Test design and execution, Working with professional testers, Activity planning and Defect management ===
 * Test design and execution
 * Everyone tests.
 * Increased test awareness.
 * Testability increased as developers knew they had to write tests to their code.
 * Product size = test size.
 * Brings a strong message to the team: only features that have full regression testing at each iteration are counted as delivered product size.
 * Untested work = no work.
 * Working with professional testers
 * Easing the professional tester's bottleneck: developers simply code less and test more.
 * Encourage interaction over isolation.
 * Traditionally tester is seen as quite independent.
 * Integrate tester into the team. Otherwise he won't find enough bugs.
 * Activity planning
 * Planning game
 * Customer describes priorities to stories that the system should implement the next iteration.
 * Team breaks down stories to development tasks and estimate the effort to these tasks.
 * Integrate feature testing as coding.
 * No task is considered complete before tests are written and running.
 * Consider regression testing as global overhead that is done in the end of the iteration.
 * Allocate bug-fix time globally.
 * Planning defect resolution as an individual task results in high overestimates.
 * Defect management
 * Use a team-centered defect management approach.
 * Everybody knows each other's knowledge areas because of daily standup meetings.
 * Fix defects as soon as possible.
 * Less false defects due to everybody working in the same room.

Additional questions from old exams
=== Describe the relationship of equivalence partitioning (EP), boundary value analysis (BVA) and cause-and-effect graphing (CEG). What are the differences of the three techniques. Can the techniques be used together to complement each other, why/why not? ===

=== Describe the basic idea of pair-wise testing. What kind of testing problems pair-wise testing is good for and why does it work? Describe also what shortcomings or problems you should pay attention to when applying pair-wise testing? ===


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Talk:T-76.5613 Software testing and quality assurance

I have no idea if this kind of content is suitable for wikiversity. If it is not, please move it to my user page or somewhere else before deleting it. Nicodemuz 16:22, 16 December 2008 (UTC)

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


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User talk:Nicodemuz

Courses that I'm currently studying on:
 * T-76.5613 Software testing and quality assurance

title: User talk:Nicodemuz


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User:JAtkinson

Class of 2012

Olin College of Engineering

title: User:JAtkinson


text:
Metaphysics (Alternate View)/Theology

THEOLOGY (AV)

Theology is the study of God or Gods and of religious truths. It often entails organizing and interpreting spiritual beliefs and applying said beliefs into a system of practices. It may or may not include a rational inquiry into religious questions.

http://en.wikiversity.org/wiki/Philosophy:Metaphysics_(AV)

This article assumes the reader has read the above article on Metaphysics (AV). That article says our physical universe is a self-contained set of interacting logical ideas. Our minds process these ideas, and we think they are real. It builds a physical universe from a point, and it relates the new terms to our common terms. It also says our physical universe is a school and a teacher. Its purpose is to teach us illogical Beings how to reason logically. Our task is to learn how to reason logically.

If the ideas in the above article are not true, one is left with the problem of explaining how a physical brain full of physical atoms interfaces with nonphysical ideas.

So, assuming the above ideas are true, one can say that previous philosophers did not have these ideas for a background. Instead, they brought their God into their reasoning about our physical universe. Ergo, the following is an alternative view (AV) of theology in an attempt to relate these Gods to our physical universe of ideas.

Number of Gods
Many religions have pantheons of many Gods and Goddesses. For instance, the Assyrian, Babylonian, Celtic, Egyptian, Greek, Vedic, Inca, Norse, Phoenician, and Roman religions include multiple deities. It is wrong to assume however that just because a religion has more than one deoty name and form that it is pantheistic. It may instead be a form of emanational monotheism. In anaimistic spiritualities spirits were seen throughout all of nature, in the sun, trees, winds and just everywhere. This article talks about three Gods.

Three Gods
Generally speaking, the God-image evolves, both in individuals throughout their lifetime, and over the course of cultural evolution as well. Edward Edinger explains the evolution of the God-image in history as follows: animism, matriarchy, hierarchical polytheism, tribal monotheism, universal monotheism, individuation.

From the metaphysics article, God1 is The Universe, and God2 is the group of logical Beings who created our physical universe. God3 is the crew of astronauts who modified our Earth and our ancestors. The above article doesn’t cover God3, but this one will.

As to God1, go outside on a clear night and look at the stars. Consider the vastness of our physical universe. Now consider the vastness of The Universe, God1. One would hope God1 had something more important to do than worry about illogical Beings in a school even though we are all a part of The Universe.

Given that the most logical Beings in The Universe, God2, created this school we call our physical universe, it is illogical for illogical Beings in this school to pray to this God2 to change something. Our physical universe is an intelligent logical design, and our task is to learn from it. Why change that which is perfect?

http://en.wikipedia.org/wiki/Intelligent_design

This brings us to the Book God, God3, the astronauts. Of all the stars in the sky and related solar systems, why did they pick our planet?

Solar System
How did our solar system come to be?

After the Big Bang, Hydrogen clouds moved outward in all directions, and one such cloud became our sun. So, how did this happen, and what is Hydrogen?

Hydrogen is a small Shell inside a normal Shell, that is, a neutron inside an Atom. Thus, we call it a Hydrogen atom. Think of a small pearl as a Hydrogen atom. When two such atoms came together under the influence of Gravity, they stuck and formed a Hydrogen molecule. When these Hydrogen molecules collided, they began to rotate. As the cloud compression continued because of Gravity, all the Hydrogen molecules rotated, and in time, the whole cloud rotated. That is, the Linear motion energy needed to move the Hydrogen molecules inward converted to angular energy, Spin.

Gravity continued to work its magic, and the cloud became smaller and denser. At the center, when a Hydrogen atom could not move, its Shell reconverted to Space and other energy forms. We say our sun began to shine.

Free neutrons and subneutrons were also in this cloud. The free neutrons collected on opposite sides of the sun and formed their own center of Gravity, so to speak. As their density increased, they also converted Shells to Space and other energy forms. These explosions send large masses into space. The paired explosions produce eight planets: Uranus - Neptune, S - J, Earth - Venus, and Mars – Mercury. As the neutron’s centers of mass moved deeper into the sun, the planets became smaller in size.

The subneutrons also produced a pair of explosions which resulted in Saturn and Jupiter. These subneutron explosions occurred deeper in the sun and after the last neutron explosions. The subneutron explosions were bigger, and they resulted in larger masses being thrown into space. On its way into orbit, Saturn crashed into the S planet, and the collision produced the rings of Saturn. Jupiter crashed into the J planet, which now orbits Jupiter below its surface as Jupiter’s spot. As Jupiter went into space, it attracted Mars and pulled it out of its orbit. Mars now orbits outside the Earth’s orbit. Our concern now is with the planet Earth, the third rock from the sun.

Hydrogen Family
In the sun, Gravity caused the Hydrogen Shells to reconvert to Space and other energy forms. What happened to their neutrons, the small Shells inside the extinct Hydrogen Shells? Well, the explosion forced these neutrons into other Hydrogen atoms. Think of a pearl as a Hydrogen atom containing two neutrons. We call it heavy Hydrogen or Deuterium. In the sun, when Gravity pressed two Deuterium atoms together, it produced a heavy Hydrogen molecule. We call it a Helium atom.

Imagine a pendant with six pearls in a circle. Think of them as six Deuterium atoms. We could call it a heavy Hydrogen ring, but we don’t. We call it Carbon. If you press these six Deuterium atoms into a smaller unit, you get a diamond. Again, we change the name, because a diamond is different from the soot in our chimneys. However, I keep using the word ‘Hydrogen’, because Hydrogen was what we had when we started. So, when I talk of Methane and Carbon, I’m still talking about the Hydrogen family.

Earth
Gravity acted on the mass, which was to become our Earth. However, the process was slower due to its smaller size. That is, at its center, Shells still converted to Space and other energy forms, but they were less in number. This slower process produced new elements. The heavy elements like Iron and Nickel remained at the center. Lighter elements covered them, and a fluid covered these lighter elements. The atmosphere was a gas. Guess which gas? It was Hydrogen of course. Hydrogen is our lightest element.

Below this Hydrogen was another gas we call methane. Methane comprises one Carbon atom and four Hydrogen atoms. Beneath this Methane gas was a liquid or a semisolid state of hydrocarbons. I call it asphalt. From outside our Earth, this third rock from the sun looked like a black smelly mess unfit for anything. If true, how did Gravity convert this black gooey rock into the Big Blue Marble we live on today?

God3
Gravity could not and did not make the needed changes. I believe a starship came from a distance galaxy and picked this black gooey rock because that is how life started on their planet. On this first visit, they launched a neutron bomb, which went deep below the surface. When the bomb exploded, it vaporized a fourth of the planet. The explosion would have been like the ones in the sun which sent planet-masses into orbit.

Our planet split in two. The planet continued to crack and split as it tried to stabilize its moment of inertia. The asphalt melted and flowed into the abysses. In addition, volcanoes erupted everywhere and lava began to replace the asphalt. The smoke and heat made it a Hell on Earth. Think of a pearl as a Deuterium atom. It contains two neutrons, and we call it heavy Hydrogen. Think of a second pearl which contains fifteen neutrons. We could call it super heavy Hydrogen, but we don’t. We call it Oxygen. The neutron explosion converted fourteen Hydrogen Shells to Space and other energy forms to produce each Oxygen atom. The explosion produced a zillion Oxygen atoms.

What happen to these Oxygen atoms? Well, they combined with the available Carbon to produce Carbon monoxide and Carbon dioxide. Both products are gases, and they rose into the atmosphere to mix with the Hydrogen and Methane.

Life
The explosion also produced unstable Oxygen atoms, and life began on our planet. The life of interest to us is plant life, for example, moss. Plants thrive in a Carbon dioxide atmosphere. Plants have the ability to use the sun’s rays to convert Carbon dioxide to useful Carbon products and release the Oxygen atoms. These Oxygen atoms rose into the atmosphere and united with the Hydrogen to make H_2O, water. This water helped with the photosynthesis, which released more Oxygen. Over millions of years, the water began filling the abysses.

In time, life fills the oceans and herbivores roam the Earth eating the plant life. Carnivores soon appeared to eat the herbivores and omnivores join them. We know this period as the age of the dinosaurs. So, what happened to the dinosaurs?

Remember the neutron explosion which occurred within the Earth. Besides vaporizing many Hydrogen Shells, it also sent large masses into space. Gravity stopped the outward movement of these masses and returned them to the Earth. If you throw a ball straight up and catch it on its return, the ball will hit your hand with the same force you used to send it skyward. Likewise, the returning masses or meteorites hit the Earth with the same force which caused them to go skyward. In other words, they hit with the force of a neutron bomb. However, these explosions did not cause the dinosaurs to become extinct.

Have you ever been in a quiet room with the sun shining through a closed window? Did you notice the dust in the air floating in the rays of the sun? Dust ended the dinosaurs.

The dust collected in the upper atmosphere. Part of this dust occurred after the first explosion. Gravity returned the dust to the Earth, but it stayed in the upper atmosphere. The explosions from the retuning meteorites produced more dust. The volcanic eruptions produced most of the dust. This dust collected over the years and began to block out the sun. The plants died; the herbivores died, and the carnivores died.

Meanwhile, the water kept raining into the abysses, where it turned to steam and rose once again into the sky. This cycle of rain continued for years. And, each drop of rain brought a speck of dust to the ground. In time, the sky cleared. Life began anew, and the age of mammals began.

This abyss in our planet is the first clue that astronauts came to this planet. The second clue is our moon. One side is smooth and one is cratered. Think of our moon being hit by lava from our planet. It appears God3 timed their explosion so as to impact the moon and leave a sign of their presence in the night sky.

Humanity
Think about this. Our physical universe is a school. For an illogical Being to learn to reason logically in this school, its mind must interface with some physical body, for example, a centaur or an ape. This avatar needs a brain, sensors, and fingers with an opposing thumb to hold a tool. This allows the illogical Being to experiment and change the world to suit its needs.

DNA
In our case, the astronauts returned and made DNA changes in the apes around the globe. This first change resulted in apes without tails and the inability to grasp a limb with their feet. The resulting mutants could not compete in the trees as the survival of the fittest pertained to them as well as the ground animals. Thus, they became ground animals and learned to hunt and gather.

On their next trip, God3 implanted fertilized and unfertilized eggs, which they had brought with them from their home planet, in the female ape mutants. They also used the sperm they were carrying to fertilize pregnant apes. Their plan was to develop a race like themselves and have half breeds perform the labor. This plan failed as the purebreds died out.

We’ve read of another failed attempt in the Garden of Eden. We know it was an experiment because there were other people living nearby since Cain went to Nod and took a wife.

Genesis (6:2) says, ‘The sons of God saw the daughters of men that they were fair; and they took them wives of all which they chose’. In other words, they had shore leave.

The year 1776 is an important year. If you don’t remember it, you should. It was the year of Captain Cook’s third voyage to the South Pacific, where he found the Hawaiian Islands. The islanders saw his big ship come sailing in, and the natives thought Cook and his men were Gods. The sailors saw the bare breasted women, and they thought they were in paradise. Time past and no one wanted the sailors to leave, but they had to return to England. After the sailors left, the women gave birth to children of mixed color, and many islanders died of syphilis and other venereal diseases.

The children of these crew members were (6:4) giants and wicked (6:5). In those days, a six foot tall man was a giant, and they became over involved in sexual activities. The captain caused a great flood and let Noah carry on the seed of man. Think of a scientist conducting an experiment with white mice. On a Monday, she comes to work and finds the females have given birth to black mice. It is not an act of God. She dumps the mice in the incinerator and starts over.

God3 also nuked Sodom and Gomorrah (14:2) for their lack of control over their reproduction activities. Lot’s wife was standing on a high ledge to watch the destruction. The explosion vaporized her. However, her body shielded the stone behind her, and the explosion cut her image in the stone. This gave rise to the idea she turned into a pillar of salt. If God3 ever returns, expect him to move around the globe and nuke what we call sin cities.

Why did three men (18:2) appear to Abraham to assure Sarah had a son? One was the anesthesiologist, one implanted a fertilized egg in Sarah, and one stayed outside to talk to Abraham and keep him from entering the tent.

If you have not figured it out by now this essay is meant to amuse and not to educate.

Scribes
Let’s take a different view of God3. Earthlings, who were hunters and gathers, evolved into farmers. As villages grew in size, the tribal chief became a king. Each king had a priest as an advisor. Their language evolved to a written language, and scribes held important positions. They kept records of who owned what, so the king could collect taxes.

One day, a scribe decides to write on a scroll the origin of his tribe. How would he know what happened millions of years ago or even thousands of years ago? He wouldn’t. Start over and assume an astronaut visited this scribe. How could this astronaut explain space travel, nuclear bombs, DNA, or egg implants? He couldn’t. These and other words would not be in the scribe’s vocabulary. To solve this problem, the astronaut would say God did this and that.

Remember, these astronauts are in our physical universe, and this makes them illogical Beings. A man may be a great race car mechanic, but that doesn’t make him a good heart surgeon. These astronauts were not all powerful in spite of their space travel ability.

Religion
A religion is a set of ideas one believes in so strongly it affects one’s daily life. Formal religions involve a deity.

The ideas that define a religion do not happen overnight. They evolve over time. Let’s first look at the concepts of Heaven and Hell.

Heaven & Hell
Back when the Earth was flat (and may still be flat, according to some scientists who say the entire universe is 2D ), people knew about volcanoes. It was not hard to imagine a great fire burning below the surface. It was not a likely place for a God to live, so God existed up there in the sky with the stars in a place called Heaven.

People wondered what happen to them after they die. The priests told them the souls of the good people go to Heaven to be with God in paradise. The souls of the bad people go to Hell and burn forever in an eternal fire. This carrot and stick approach allowed a priest to control its congregation.

We’ve read that during the period of the Inquisition heretics were burned at the stake. These inquisitors were followers of the teachings of Jesus. Hitler was kinder. He had his heretics gassed before being thrown into the ovens. How would you like to live in a country where the state operated death camps? Why would anyone want to worship a God who allowed a place like Hell to exist?

Stand tall and imagine a time-line running to your right at the top of your head. Also, imagine a time-line running to your left at your feet. Each line contains zillions of points. Let each point represent a billion years. Heaven is up and Hell is down. A soul cannot die, so your soul existed for billions of years up there to your right in Heaven. Now, what did your soul do to deserve to be on this planet where temptation can send you to Hell?

Jesus
Constantine, after murdering all rivals to his throne, became head of the Roman Empire. Let’s take another look at this event.

Once upon a time a long time ago around 300 AD, Constantine, a Solar Henotheist, saw a sign on the eve of a great battle. He took this sign as a good omen, and indeed, he was victorious the next day and soon became Emperor of the Roman Empire. Around 313 he issued the Edit of Milan, which legalized the Christian religion. He gave the Christians a large donation and later adopted this faith. Why?

http://en.wikipedia.org/wiki/Edict_of_Milan

Many Christians believe God inspired Constantine. If that were true, then why did Constantine remain head of the other pagan religions? Constantine may have realized that the God of the Christians was the God of the pagans.

Constantine had just murdered all his relations and any other person who might represent a threat to his throne. Murder was common practice in those days. Therefore, he could trust no one. Now, along come the Christians, who do not believe in killing. Great, he can feel more secure by surrounding himself with Christians, and he did. They soon took control of many offices.

This adoption of a new faith by the Emperor opened new vistas for the lower ranking clerics in the Roman temples. Many saw the handwriting on the wall. Therefore, they too adopted the new faith with great expectations of advancement. The head Christian priests knew about Jesus, but they knew little about running an imperial organization such as their new church would become. Thus, the lower ranks of the Church soon filled with these new converts or proselytes.

However, these changeovers were not without risks. If the Emperor reverted to (or a new Emperor supported) one of the old religions, then there would be Hell to pay. The old (now pagan) priests would never forgive them. When the new emperor sent the Christians to join the lions in the arena, they, the traitorous proselytes, would have to go with them.

To solve this survival problem, the proselytes enlisted the aid of some Centurions, and they looted the old temples of their wealth. This was not difficult since the proselytes knew most of the secrets of the temples. They did not expect any trouble from the pagan priests since they could not complain to the Emperor. If they did complain, they would have to explain how much was stolen. They would also have to explain why they didn’t use their wealth to help pay the Emperor’s soldiers before the great battle. Such thievery was also common, as the army use to loot temples in conquered lands.

To protect their new treasury from reprisals, they used their wealth to pay for some Sanctuary Security (SS) guards. And just to be on the safe side, these clerics increased the number of these guards and forced the changeover of the population. The old priests had to convert or die. Some died, but most converted. Meanwhile, the high Christian priests were now wearing fine robes, eating and drinking with the Emperor, and converting the old and famous families of Rome. The high priests thought all of this was God’s hand at work.

The conversion advanced without any trouble except for the Jews. They were a stiff-necked people and were not about to bow to any new Roman God. The problem with this resistance was that if left unanswered, then others might also resist. The proselytes wanted the people to think alike, have one Emperor, and one God. They told the Jews resistance was futile, and if they didn’t assimilate, that is, convert, then they would die. Few Jews converted.

Absolute rulers want absolute control. Anyway, the physical killing of the Jews was not a problem, but the justification for the killings was. For example, since the Diaspora, Jews traded throughout the Mediterranean and thus played a role in the commerce of Rome. Some Jews were rich, and they had rich influential Roman friends. If the Emperor heard of the killings and asked, then the matter of rank would arise. Someone would tell him. If Jesus, a Jew from a nothing tribe located at the end of the empire, was the Son of God, then he ranked higher than the Emperor. In later years, the Church was to take the position they were more important than a king or emperor, but in these early days, this position was suicidal. Then there was the remote possibility Jesus was the Son of God. If they started killing his people, what would this God do?

To solve these problems, the proselytes started to research the history of Jesus. This was not an easy task since Jesus lived over 300 years ago. About that time, Caesar had just been assassinated. Octavius and Mark Anthony defeated Brutus and his friends, in a civil war, and in turn, Octavius defeated Anthony to become the new Caesar. The senate bestowed the title of Augustus on Octavius, and Caesar Augustus wanted all males to return to their place of birth for tax purposes.

Joseph had to return to Bethlehem.

Mary told her mother. Her mother panicked and told her husband. He was an honest man, and he told Joseph. This was no big deal. When buying a pregnant ewe, one also received the lamb. They adjusted the price, and Mary had to go with Joseph. She did and eventually gave birth to Jesus, who became a teacher to those who would listen.

Given this information, the proselytes decided, since Joseph was not the father, the Church could adopt the idea of a virgin birth. Jesus became the Son of God. Women had no standing, and no one cared who the father was. This virgin birth was easy to believe since Greek Gods were always chasing women.

With this revision, the hierarchy became: God, Christ, various heavenly angels and the Emperor of Rome. The Bishop of Rome, and the lesser priests, went down a spiritual arm, and the secular arm included the Romans, Italians, citizens of the empire, and barbarians. The Jews were now near the bottom of the list and no longer above Caesar. Also, it was now possible to justify killing the Jews, because they were the ones who killed Christ! No one mentioned the killing of anyone in the name of Jesus, the Prince of Peace, who would not hurt anyone, was a little illogical.

The Christians did not kill many Jews for practical reasons. However, they made sure the Jews knew a reason now existed for their elimination, if they caused any trouble. As Christianity spread, these two illogical ideas became opposite sides of the same coin. Christians preached the Immaculate Conception openly and anti-Semitism covertly. The two went together to the new capital, Constantinople, and later to Russia, Europe, the British Isles, and eventually to the Americas. All was fine until Hitler came and made anti-Semitism a major item in his government.

Read ‘April Blood’ by Lauro Martines

Recycle
When a body dies, does the soul? What if the individual just recycles back into our physical universe. If during a life cycle, a person hates another person because of their race or religion, the individual might become a member of that race or religion when they recycle. If someone ate meat, that person would probably be reborn as the animal the person ate most. For example, Brahmins recycle as untouchables. Plantation owners recycle as slaves. Eaters of livestock are born as livestock. This type of recycling is not for punishment, but rather, it is a form of teaching. A person recycles to compete against their own illogical ideas.

In The Universe, the logical Beings had a problem of what to do with their most illogical Beings. To solve their problem, God2 created our physical universe. However, inside our physical universe, the illogical Beings outnumber the least illogical Beings. Therefore, it is no surprise to find illogical Beings hating those who are more logical. As a group, the Jews are more logical than most groups. This may be why anti-Semitism has lasted so long.

Armageddon
Remember the free neutrons and subneutrons in our sun which gave birth to our planets. Well, they are slowly moving toward the center of our sun. When they reach the center, there will be an explosion which will destroy life as we know it. It may become the age of insects. The illogical Beings will return to The Universe and recycle to other planets. The school goes on.

Four Rules
The following four rules are the basis for a religion. In light of the above ideas, they are an alternative view of commonly known rules.

 * 1. Do unto others as you would have them do unto you.
 * This first rule is not about swapping gifts of equal dollar value. It means to pass on **logical ideas, be a teacher.

 * 2. Don’t do unto others that which you would not like done unto you.
 * This second rule means do not force your illogical ideas on others.

 * 3. Do unto others as they have done unto you.
 * This second rule is not one of revenge. It means to be a mirror. People can often see **that which is illogical in others but not in themselves. So, being a mirror is a form of **teaching and helps others see themselves.

 * 4. Do unto others before they do unto you.
 * This fourth rule does not justify a first strike. It means to slowly learn about others, **trade with them, and exchange students. The idea being to make friends long before **there is a need to call someone an enemy.

Eightfold Paths
One can use MUSCATEL as an acronym for remembering the following eightfold paths of Buddhism in helping one to reason logically.

 * M	Mindfulness—Develop the mental ability to see things for what they are with clear consciousness
 * U	Understanding—Try to understand reality as it is, not just as it appears to be.
 * S	Speech—Speak in a non hurtful, not exaggerated manner, and in a truthful way
 * C	Concentration—Be aware of the present reality within yourself without any craving or aversion.
 * A	Actions—Use wholesome actions and avoid actions that would do harm.
 * T	Thoughts—Change your thinking when a more useful pattern arises.
 * E	Effort—Make an effort to improve
 * L	Livelihood—Live so as not to do harm in any way oneself or others; directly or indirectly

LIFE DEFINED
The place to start is with the atom. An atom is a set of energy fields locked around a center point. Think of it as a small ping-pong ball. When one touches something, the locked fields or atoms in one's hand make contact the locked fields or atoms in the object. In this manner, one says they are touching something solid. It’s like pushing two magnetic North Poles together. One can’t see the fields, but one can feel their affect.

Neutrons are the same as atoms only many times smaller. Neutrons often orbit in atoms, but there can be free neutrons here and about. Different combinations of atoms and neutrons produce the elements listed in our periodic table. Orbiting neutrons have angular energy plus the nuclear energy defined by Einstein and his E = mcc.

The atoms in the periodic table are what I call stable or predictable atoms. In the primordial sea, they formed and reformed to produce everything we see today.

Now imagine an Oxygen atom. It has neutrons in two different orbits. Eight neutrons are in the outer orbit, and six are in an inner orbit. The 15th neutron acts as an anchor for the two orbits to keep the orbits from flipping over.

For something to be ALIVE it must meet five conditions: Start with an unstable atom, Grow, EAT, Reproduce, and Rid itself of unwanted atoms.

UNSTABLE ATOM -- Imagine two Oxygen atoms side by side. A bolt of energy hits a neutron in one atom, with such force, it drives it into the other atom. One now have two unstable atoms. That is, the neutrons are no longer in two steady orbits. They now move in a chaotic manner. The atom, which gained a neutron, is the ‘G’ or ‘Gent’ atom, and it evolves into the male of the species. The atom, which lost a neutron, is the ‘L’ or ‘Lady’ atom, and it evolves into the female of the species.

GROWTH -- Now about the ‘G’ atom. The next trait is, the G atom has to grow. That is, it has to combine with other stable atoms and become a molecule. When it does, there are three possible results. ...Alternative zero is where the G atom combines with other stable atoms and covers itself, so there are zero openings. It then remains inert and drops from our story. ...Alternative one is the same except there is one opening, G1. These evolve into what one call animals. ...Alternative two results in two openings, one on each end of the molecule, G2. These evolve into what one call plants.

EAT -- Put aside the zero- and two-molecules and concentrate on alternative one, the animals. The third trait is, the G1 molecule, must EAT. Growing has to do with size while the E and T in ‘EaT’ refer to an Energy Transfer. For example, assume our G1 molecule contacts an Oxygen atom, sucks all or part of its orbital energy out of the Oxygen atom, and into the G1 molecule. Because of the loss of energy, the neutrons in the Oxygen atom will slow in their orbits while the neutrons in the G1 molecule will increase their orbital speed. Think of a man who touches a metal plate loaded with static electricity. When he touches the plate, the plate loses its energy. The man jumps backwards in reaction to the energy entering his body. Afterwards, they both have the same appearance as they had before the touch.

REPRODUCE -- The fourth trait is, the G1 molecule must reproduce. That is, it must use the incoming energy to make more unstable atoms, G1 and L1.

RID -- The fifth and last trait is the G1 molecule must rid itself of its unwanted atoms, stable and unstable. The acronym one use to remember this is LUGERR.

If in ridding itself of its unstable atoms, and the unstable atoms restart the process, then humans will say the G1 molecule reproduced. This is incorrect. By definition, the reproduction takes place inside the unstable molecule.

A grass fire is an example of oxidation. It grows, transfers energy, reproduces, and leaves waste material behind. However, it is not an example of life. A grass fire does not involve an unstable atom. For example, look at your finger; it is open at one end, the end connected to your hand. Your arm or leg is another example of being open at one end and connected to the body.

Plants on the other hand are open at two ends. One end usually enters the Earth where the plant eats. The other end is open to the sun from which the plant takes energy.

When these unstable molecules are simple and small, it is possible for the number of openings to change. But later, the change is almost irreversible.

Zero-molecules could be in a plant or animal and go undetected for years. Then a change occurs. Let’s say a person has an x-ray taken, and the bolt of energy changes the zero-molecule to a one- or two-opening molecule. It then begins to grow, eat, etc., and comes alive. When it does, we say the person has a tumor, cancer or a virus.

Now consider this, a male animal is reproducing both kinds of unstable atoms, G and L, on an 80/20 ratio. Every one can tell the animal is a male and has some female features, like breasts. Let some change occur slowly over time, so the ratio becomes 20/80. Now one begins to see strange behavior in the animal. In humans, we speak of them as homosexuals.

Summary
In summary, the above ideas maybprovide a different view of every ‘thing’. God(s) may or may not be different. Heaven and Hell no longer exist unless you designate them as existing. Our physical universe may or may not be Space and Gravity, atoms and subatoms.

Even if you do not believe any of the above, it may or may harm you to make an effort to learn to reason logically. For example, People who drink alcohol or take drugs may not wish to think too much, much less think logically. People who show or use their bodies for sex purposes or deal in sex are not always thinking logically. In short, we need a new article on ethics. Some say logical thinking is overrated. I never trust my thoughts.

There are more notes at http://calgea-nuphilosophy.blogspot.com/ If you are looking for a faith community and are repulsed by most of the content above, consider LCU https://libera-catholick-union.simdif.com/

title: Metaphysics (Alternate View)/Theology


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User talk:Michealomeachair

An Ghaeilge Choimead súil ar an leathanach seo i gcóir athraithe! Bia Liosta torthaí coitianta... , Aibreog, Anann, Banana, Cainche, Caor Troim, Caora Finiúna, Caramola/Toradh Réalta, Cíobhaí, Cleimintín, Cuirín Dearg, Cuirín dhubh, Cumcuatanna, Dris/Caoradhubha, Dátphluma Sheárón, Daimsíní, Fraochán Gorm, Fige, Glasphluma, Guábha, Líoma, Líomóid, Lítsí, Lóganchaor, Mangó, Maindirín, Mealbhacán Cantaloupe, Meabhlacán Galia, Meabhlacán Milis, Mealbhacán Uisce, Mónóga, Neachtairín, Ólóga, Oráiste, Piorra Nashi, Páiseog, Pápá, Péitseog, Piorra Abhcóide, Piorra, Physalis, Pluma, Pomagrainít, Pomella, Rúbarb/Biabhóg, Sú Craobh, Satsúma, Silíní, Spionáin, Seadóg, Sú Talún, Táinséirín, Úll, Úll Custaird, Liosta glasraí coitianta... Alfalfa, Arbhar Milis, Arbhar sa Dias, Bachlóg Bhruiséile, Beacáin, Biatas, Bliosán, Brocailí, Cabáiste, Cairéad, Caineann, Cál, Cillí, Cóilis, Cúirséad, Cúcamar, Duilleoga Shíneacha, Finéal, Gairleog, Gircín, Ionam, Lus Súch, Leitís, Mearóg, Mustard, Ocra, Oinniún, Oinniún Earraigh/Scailliún, Péacán Pónaire, Meacan Bán, Piseanna, Pónairí Francach, Pónairí Glasa, Prátaí, Práta Milis, Puimcín, Raidis, Ruachán, Sauerkraut (Cabáiste Picilte), Seallóid, Soilire, Soiliriac, Spionáiste, Svaeid, Tornapa, Tráta, Ubhthoradh,. Michealomeachair 21:06, 16 December 2008 (UTC)

title: User talk:Michealomeachair


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User talk:KTucker/My Sandbox/Samples/Activities/template

This was an early attempt based on earlier templates. May need alternatives ... moving towards "Activity Sheets" with a whole framework around some activities (resources, help, community, etc.) - see User:Ktucker/My Sandbox/Samples/Activities samples.


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User:Flaming

Hey! This isn't my home wiki, but I have an account here because of my SUL. See me on other sites: w:User:Flaming (Main) • meta:User:Flaming • b:User:Flaming • commons:User:Flaming • species:User:Flaming • q:User:Flaming • n:User:Flaming • wikt:User:Flaming • testwiki:User:Flaming • s:User:Flaming • incubator:User:Flaming

title: User:Flaming


text:
User:Stevenarntson/Student Hub/archive/fall quarter

The Yoda Paper
A Simple Peace

Election Week 2008
Please post your thoughts on the the election below, and sign. 200 words seems reasonable.
 * Stevenarntson 20:30, 4 November 2008 (UTC)

San Diego Mayor Stands Up for Marriage Equality
http://www.youtube.com/watch?v=0rfea8iEGNw
 * Stevenarntson 19:09, 5 November 2008 (UTC)

Stefany
Change. I feel that was on everyone's minds on November 4th, 2008. Never before had I seen people so unified and divided over a presidential debate. I've never witnessed the youth of the nation, so voiced and excited on their point of views on a political standpoint. I also, don't recall ever seeing presidential merchandise before. So many people were donning Obama sweatshirts, t-shirts, hats and heavily decorated themselves with buttons and stickers. Unfortunately, I had to work during the whole election, but leadership decided to keep us all up to date on the updates of state votes, even though everyone kept running to the back to check the computer anyway. When Obama was declared the president, the mood in the entire store was so happy. Strangers were hugging, team members were in near tears. Then, we heard a familiar voice over the speakers. Obama's speech was ringing through everyone's ears. I had NEVER seen the store so quiet. No one was moving, the were just listening to what our new leader had to say. When I left work at nearly 11, just walking the five blocks to my bus stop, people were honking, screaming out "OBAMA, OBAMA!" It was such a strange sight. I remember the clothes store, Ross, was flashing their lights on and off in celebration! And as I am typing this now, it makes me wonder when the word processors will start to see Obama spelled correctly... -Stefany

Kimberly
About this election, I'm not sure how I still feel. I'm happy that Obama won, although, at first I was not really sure why because I have been avoiding listening to anything political these last few years. I didn't even watch any political campaign debates or even the election last night; let alone vote. When it comes to anything else I am usually optimistic, which is one reason why I am so confused about how I feel now. It wasn't until my class this morning that I realized how selfish, uninvolved, careless, heartbroken, and confused I have been and am now feeling. I went directly home after class and watched and researched as much as I could in such a short time about the election that I just missed. After my research, I am glad that Obama won because I am now feeling for once, truly hopeful for this country. With which my hope for this country has died in the last few years. I guess after feeling so heartbroken and rejected from how everyone treats each other (as a whole) and how the US has begun to shred itself to pieces, some hearts grow hard; just as mine did. I am still mixed with my feelings, but one thing that's for sure is I believe in Obama as well as this country now. I also pray that Obama sticks to his word and this nation truly comes together and finally becomes “one Nation under God, indivisible, With Liberty and Justice for all.” -Kimberly

Steven
Yesterday was November 4, 2008—election day. I live in Seattle, and it was bedlam here in the streets last night. Thousands of people congregated, climbing up onto streetlight poles to wave flags, screaming, crying, embracing, kissing, throwing arms in the air. Starbucks gave away coffee. The movie theater opened up for anyone—so people could congregate and watch the results come in together. I've never seen anything like it in this city, and it made me very proud. I am writing this on November 5, 2008. The front pages of every newspaper in America today features pictures of Barack Obama, now the 44th president of the United States of America. Some headlines say “Yes We Can.” The headline on the New York Times is the most concise: “OBAMA”. It is historic, no matter what side of the aisle you stand on. I had a morning class today, and had to get up at 6. I was tired and hung over. I took a few aspirins and went to school. In classes, we talked about the election. It was on everyone's mind--many instructors were hugging one another, ecstatic and emotional. I could tell many students had been crying; everyone was terribly moved. And I still am, tonight. I wonder where it all is headed. The potential seems tremendous, and I have only the best thoughts as we continue forward as a nation.

Kellen
YESSSSS!!!!! That’s the word that would best describe my feelings. The last 8 years have been so long and dark that I was beginning to not want to say I’m an American. Now that we have a leader who is not a joke and who is actually smart, I want to say that I am proud to be in this country. I am excited to see the soldiers leave Iraq, less clear cutting of trees and nature alternatives for cars, and I am sure, help the economy out. Its funny to have friends that are haters of Obama. This is my favorite bulletin someone posted on Myspace titled “Screwed with Obama”:

“dont even think of replying to this post in a negative way to me. ill just ignore your message, and even you as a person. people are so sprung off obama i dont even know... its like backstreet boys in the 90s... wtf is wrong with everyone yay hes black, vote for him... woo? cmon now. really... do you even know what he stands for? ive asked ppl at school who cheer for obama hella hardcore what they cheer for. they had NO reply. they were like, we want change... we believe in him. im like, what the f****.... CHANGE to what? think bush was bad.... lets just see what happens. and in 2 years... if people start bitching about how bad obama is ... and they previously rooted for him and voted for him... dont come crying back to me. cause ill say, I TOLD YOU SO. remember, ya reply to this in a bad way. ill just slap you. mccain ftw.”

My response was, “You can slap me if you want, because that was funny. You’re weird.” It’s weird how something I cannot even imagine being a good thing sounds like the greatest thing to someone else. I know I am open and I try so hard to accept everyone’s opinions but this year, they just sound like weirdos.

The only one possible thing that I can think of that I will miss of Bush is the great Bushisms. Obama is so perfect and smooth, you just can’t make fun of the man. Bushisms are so great, that it is a page on wikipedia. My favorite Bushism: "There's an old saying in Tennessee — I know it's in Texas, probably in Tennessee — that says, fool me once, shame on — shame on you. Fool me — you can't get fooled again." Here is a great collection of great quotes from Bush: http://www.youtube.com/watch?v=UqiPrRG5lNU Even though I will miss the great Bushisms, it is more important to have a great leader who knows what they are doing. It is going to be a great 4 years.

Kellen Peterson (kellendo51@hotmail.com)

Fanny
Kimberly, when I started reading your posting it made me sad, because while you have the right to vote and decided not to, I want to vote but cannot. I am a French citizen, but I am also an American permanent resident, married to an American citizen, I have lived here for over 7 years (which is most of my adult voting life since I am 24) and I pay taxes. I am very political and have strong opinion on the country I now live in, but no real voice. I keep myself well informed and probably know more about American politics than most American citizens. Every decision made by the government has deep impacts on my life, from the price of health insurance, to my school tuition, to the price of a gallon of milk, and to my right to choose (Roe v. Wade). This is why I am saddened when I hear of someone who has a voice but doesn't use it. However I am very proud of you for realizing how important voting and staying informed, it gives me hope that you will vote next time and that makes me happy. By the way, couldn't be happier that President elect Obama won! My husband can finally be proud to be an American when he goes back to our other home, France. Vive l'Amerique! Fanny

Anna
I'm super stoked for Obama. Not only because I agree with most of his policies, (what is the deal with the "civil union" stuff though?), but because now every time I see an SUV in the parking lot of my sister's Christian school that reads "GOP: God's Official Party" or something equally ridiculous, I can chuckle to myself. Not just because that is a silly thing to emblazen your Subaru Forrester with, but because they get to, no, HAVE to live under a Democratic president for at least 4 years, if not 8. Like I said before, GObama, but I do think people need to calm it down. He is a super cool guy, and it's awesome that we have a black president, but he isn't walking on water, or turning water into wine. (at least not yet.) We need to give him room to screw up, as everyone inevitably does. It would be next to impossible for Obama to destroy the country as well as Bush Jr has, (because there isn't much worse we can be doing), but if "liberal", "left wing"ers keep talking about Obama like he is the second coming and building him up so much, if and when something goes awry, the Republicans will have all this ammo to take him down and convince all those nervous, first time Democrat voters in Florida and Ohio that they made a horrible mistake. Also, I didn't necessarily HATE John McCain, but that woman was just... Ick. He was scary, (mostly because I'm pretty sure he is the Crypt Keeper), but Sarah Palin was insane. I mean, if you're second in command, I think you should probably know that Africa is a country.

63.228.106.98 02:59, 13 November 2008 (UTC) annareihl


text:
User talk:Epwitt

Eric, good to see you here! Thanks for your thoughts on the Commons discussion page! Best, Stevenarntson 04:00, 17 December 2008 (UTC)

title: User talk:Epwitt


text:
Portal:Social entrepreneurship/lessonslearned

Personal reflections by authors intended to improved processes of Wikiversity project development.

Technical
Sometimes a small thing can take a lot of time to find and sort out. For example, for some time I could not use multiple style elements with my theme templates. The problem was eventually solved by having no space between the end of the template definition " }} " and the " " tag which followed it.

So, here please list any reminders:

 * Convert spaces to underscores in a path - solved via (note the 'e').
 * At the end of a template definition, insert no space between the end of the template definition " }} " and the " " tag which normally follows.
 * For colour values in templates which return them, try returning the quotes too if the "#" is being interpreted as a numbered bullet for example. This should not be necessary and may indicate another problem.
 * Remember to end the template with the tag (and not a Category tag for example).
 * For main (default) name space references try : (note the ':').
 * If there are spaces in the FULLPAGENAME try : (note the extra 'E').

Links to resources for learning wiki markup

 * Parser Functions
 * Parser Function

Methodology

 * Remember the xP/agile 40 hour weeks rule.
 * Document your design decisions for quick answers to the question "Why did I design it this way?"
 * Track issues in one place - e.g. Issue Tracker.
 * Could be handy to maintain a test page which tests key things spanning a project.
 * Visit it on a regular basis.

Templates
Learned a lot about separation of concerns. Still much to learn.

 * Do not send parameters to named navigation templates which occur on each associated page of a course. The idea is to have a fixed view template for that page set.
 * Generic boxes: within the definition of the template, do not include references to project-specific templates.
 * this raises a question about when to elevate a project-specific template to something more generic for Wikiversity.


text: Portal:Marine engineering/box-header

title: Portal:Marine engineering/box-header


text:
Portal:Marine engineering/Resources

 * The Naval Architecture and Marine Engineering Body of Knowledge
 * Society of Naval Architects and Marine Engineers (SNAME)
 * The Ocean Project

title: Portal:Marine engineering/Resources


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School:Chemistry/Todo

 * Help develop a sequential curriculum of courses and the associated Wikibooks to be used to take them (a course catalog).
 * Help structure the subdivisions of the School of Chemistry.
 * Help make a good list of prerequisites, common for all subjects. Specific prerequisites should be listed in the subjects page.
 * Build courses based on available learning materials on Wikiversity, Wikibooks and Wikipedia.
 * Add courses based on the classes that you are currently teaching/taking. Add a page on the contents of each day of class at the end of the day.  You will learn the material better and help us all learn.
 * Set learning free!

'''RENOVATION: A redevelopment of the School has begun which will fulfill all these tasks. Watch as over time the School gets bigger and better!'''

title: School:Chemistry/Todo


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Wikiversity:Think tank/History of Science

__NEWSECTIONLINK__

This is an "incubator page" for History of Science.

Where does this fit in?
I recieved an email asking for advice on how to categorize and organize this effort, but not quite sure how to start. Does this belong in the "history department", in the sciences, or in it's own "department"? In general I think the best way to start is to come up with a general outline for the topic, and then start working on details for a particular historical period (ancient, renaissance, etc.), thread (physics, chemistry, biology, etc.), or people (Aristotle, Mendel, Darwin, etc.). Ideally in the end you should be able to follow in any order you like, but it's a big job :-).

Should this be a number of projects, or a single very large one? --SB_Johnny talk 11:57, 17 December 2008 (UTC)

The history of science is an interesting academic discipline, of course. It's a lot like intellectual history; it follows ideas, but focuses on geographical and socio-historical influences. Most courses are taught by significant time period and subject rather than "people" (i.e. Darwin). For instance, "History of 19th C Gender and Biology," "History of Modern Evolution and Genetics," and "The Scientific Revolution" all make excellent courses.

As for putting this area in science, I have mixed feelings. I truly believe that history of science/medicine helps to create better scholars in the scientific disciplines, so I'd love to work on building that bridge between the "two cultures." However, modern science is (obviously) very different than science 100 years ago! Where does one put a course on the development of modern science and experimentation? Would this be duplicated in each science subject?

My experience has History of Science as its own department, but I don't know if there's enough interest to go solo yet. Anyway, there's my two-cents. --Hyacinth 18:26, 22 December 2008 (UTC)

 * Well, the best way to find out it to start it, and find people who are interested :-). I've actually taken courses on history of science at two universities... both were in the philosophy department, but we don't have any particular limit on how many "departments" we use here. --SB_Johnny talk 12:20, 23 December 2008 (UTC)

 * We'll be listing any such course over at the History Department, but we're unlikely to be the best people to recruit for working on such a course right now—none of us, that I'm aware of, have this as any sort of specialty, and it's an area of history that requires specialization to be able to contribute much to. The Jade Knight (d'viser) 08:51, 24 December 2008 (UTC)

I have some background in the history of science. I would be interested in working on some projects in the area of astronomy, and also history of science and technology. During 2009 I will be working on projects relates to the International Year of Astronomy which celebrates the 400th anniversary of the first recorded astronomical observations with a telescope by Galileo Galilei and the publication of Johannes Kepler's Astronomia nova. --mikeu talk 18:54, 28 December 2008 (UTC)


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Template:TOClimit

Usage
This template inserts a Table of Contents which omits subheadings lower than a certain level. The table obeys the same layout rules as the magic word. You can specify the limit with the limit parameter; for instance, limit=3 allows ===subheadings=== but omits any subheadings below that from the TOC (they still have section edit links, however; the main use for this template is situations where you want section edit links for ease of editing but don't want to clutter the table of contents).

title: Template:TOClimit


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User:Janformanek

Is a MSc student of Engineering cybernetics at the Norwegian University of Science and Technology

title: User:Janformanek


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User talk:Janformanek

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! SB_Johnny talk 17:54, 17 December 2008 (UTC)

welcome
Hi, I noticed this post. You contributions look great, and I would encourage you to continue. If you have any questions or need any help finding your way around, feel free to leave a note on my talk page. --mikeu talk 20:01, 21 December 2008 (UTC)

title: User talk:Janformanek


text:
Category:User no

This category is for people with all levels of knowledge in Norwegian

The levels of Norwegian are:
 * 0 for no knowledge
 * 1 for basic knowledge
 * 2 for intermediate knowledge
 * 3 for advanced or fluent knowledge
 * N for native knowledge

For a list of language specific tags, see Babel templates.

no:Kategori: Bruker no

title: Category:User no


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Category:User no-0

Dette er kategorien for brukere med ingen kjenskap til norsk

title: Category:User no-0


text:
Category:User no-1

Dette er kategorien for brukere med grunnleggende kjennskap til norsk

title: Category:User no-1


text:
Category:User no-2

Dette er kategorien for brukere med gode norskkunnskaper

title: Category:User no-2


text:
Category:User no-3

Dette er kategorien for brukere som snakker og skriver flytende norsk

title: Category:User no-3


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Template:User no

fr:Modèle:Utilisateur no it:Template:Utente no ja:テンプレート:User no sv:Mall:Användare no

title: Template:User no


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User:Zyephyrus/monobook.css

 * 1) siteNotice {display:none;}

title: User:Zyephyrus/monobook.css


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User:Zyephyrus

Bienvenue, visiteur. Tu peux me rendre visite sur le Wikisource français. ou me laisser un message [ ici]. Welcome! You can visit me on the French Wikisource, or leave me a message [ here].

 * Aliquis non debet esse judex in propria causa

title: User:Zyephyrus


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Template:Make Navigator

This is a work in progress.

Usage
NB Template:SSE Full Page Intro has been superceded by Template:Module Intro Page. There might be implications for this template. I have substituted the new one here - but it might need testing ??

Used in conjunction with Template:Module Intro Page (and possibly other page templates) when creating a module page.

Parameters
name of module - replace ' ' with the actual name of your module e.g. Introduction to Calculus

root - path to your module e.g. Portal:Social Entrepreneurship/Curriculum/General/Sustainability

title: Template:Make Navigator


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User:Dark Obsidian/Wikiversity:Inquisitor Committee

The Inquisitors are a last resort for situations where other methods of resolution have failed. All other options should be exhausted prior to a dispute being brought to the Inquisitors stage.

The Inquisitors exists to provide binding remedies to Wikiversity disputes.

The Inquisitors is the last step in the dispute resolution process — it is a last resort to be turned to when all else has failed. Other steps, including discussion between users and, where appropriate, mediation, should be tried first. The Inquisitors exists to deal with only the most serious disputes and cases of rule-breaking.

How does it work?
Cases may be brought to the Inquisitor Committee by any wikiversity editor. The Inquisitors will vote to accept cases; once accepted a case passes through stages of evidence, determinations, and remedies before being archived for use as a future reference or precedence.

Hearing a case
The Inquisitors chooses to accept a case by simple majority. Cases which do not gain a simple majority within 5 days (120 hours) are rejected. The Inquisitors will attempt to remedy cases where efforts at Dispute resolution have failed.

Which Inquisitors will hear requests
All Inquisitors will hear all cases, barring any personal leaves or refusals. If an Inquisitor believes they have a conflict of interest in a case, they shall refuse themselves immediately from participation in the case. Users who believe Inquisitors have a conflict of interest should post an appropriate statement during the Inquisitorial process. The Inquisitor in question will seriously consider it and make a response. Inquisitors will not be required to refuse themselves for trivial reasons – merely reverting an edit of a user involved in a case undergoing Inquisitorial, for example, will likely not be seen as a serious enough conflict of interest to require refusal.

Determinations
Parties in a dispute provide evidence and basis for the dispute to the Inquisitors, who will vote on determinations. In making determinations, the Inquisitors is not bound by the strict letter of policies but may determine by their perception of the spirit of both the policy and the motivations of people they are reviewing. These determinations will form the basis for the remedies.

Term Changes
Going forward, until need dictates a reintroduction of staggered tenures:
 * Inquisitorial elections will be held during July of each year for the seats which end July 31
 * These elections will be for all six seats
 * Editors are expected to have the trust of the community and know how to handle cases.

Members
The following is a list of current Inquisitors members, sorted alphabetically: The Inquisitors  does not have a Chairperson.

Clerks
The Inquisitors clerks may assist in the aspects of its work, such as opening and closing case pages. Each Parties involved may consult a Clerk for assistance, but are forbidden to be directly involved in the discussion process.


text:
User:Stevenarntson/English Composition/collaborative forms

Today we'll do some experiments in-class with collaboration.

 * 1,000,000 Monkeys
 * Renga


text: Portal:Engineering/box-header

title: Portal:Engineering/box-header


text: Portal:Engineering/box-footer

title: Portal:Engineering/box-footer


text:
User:KTucker/My Sandbox/Some Thing

I am Some Thing.

FYI, I have properties:

 * Name:
 * id:
 * weight:
 * colour:
 * volume:

but use a viewer to render them in a better way.

title: User:KTucker/My Sandbox/Some Thing


text:
Portal:Technology/Introduction

The Technology Portal serves to organize engineering and technology content. Wikiversity participants interested in engineering and technology are invited to create and develop learning projects & learning resources and help to organize them.

title: Portal:Technology/Introduction


text:
Portal:Engineering and Technology/Departments

School of Automobile Maintenance

Automobile Engineering • Automotive engineering •

School of Business, Management and Finance

Engineering Management • Financial engineering •

School of Computer Science

Artificial Intelligence • Computer Engineering • Computer Game Design • Game Design • Computer Simulation and Game Design • Computer Networks • Computer Programming • Electronic Engineering • Image Processing • Information Studies • Web Design • Bachelor of Computer Applications (BCA) •

School of Engineering and Technology

School of Information Technology School of Intellectual Property Rights School of Mines and Earth Sciences

Applied geology • Applied geophysics • Geotechnical engineering • Mineral Processing • Mining Engineering • Mining machinery engineering • Petroleum Engineering • School of Urban Planning Engineering Discussions


text:
Portal:Technology/Learn/News

 * Looking for contributors.

title: Portal:Technology/Learn/News


text:
User:KTucker/My Sandbox/Some Thing/Properties

Some Thing's Properties inside.


text:
Portal:Engineering and Technology/History

There is a hope to increase the amount of learning materials regarding engineering and technology, and this page has served as a framework to assist in the organization of content.

An engineering portal and technology portal are viewable on Wikipedia.


text:
Portal:Engineering and Technology/Biography

Thomas Young (*June 14, 1773 – †May 10, 1829) was an English scientist, researcher, physician and polymath. He is sometimes considered to be "the last person to know everything": that is, he was familiar with virtually all the contemporary Western academic knowledge at that point in history. Clearly this can never be verified, and other claimants to this title are Gottfried Leibniz, Leonardo da Vinci, Samuel Taylor Coleridge, Johann Wolfgang Goethe and Francis Bacon, among others. Young also wrote about various subjects to contemporary editions of the Encyclopedia Britannica. His learning was so prodigious in scope and breadth that he was popularly known as "Phenomenon Young."

 * read more...


text:
Portal:Engineering and Technology/Participants/Participants

 * Murugavel Ganesan - Electronics Engineering
 * Sivaraman Janakiraman "Sivadaa" - MIS CALIFORNIA STATE UNIVERSITY
 * Anand Yaligar - Electronics
 * Aravind V R - Electronics
 * Maurice Quinn - Structural Engineer
 * Barun Roy - Computer Engineering (Darjeeling)
 * Biswanath Panda - Mechatronics/Robotics
 * Moo7a - Mechanical Engineering
 * Dr. T - Energy and Energy Engineering
 * c - Chemical Engineer
 * Vikram Malik - Computer Engineer
 * Prashant Lokhande -IT Engg
 * Mirwin - Systems Analysis
 * Deepak Sharma-Information System Engineer
 * wikityke - Materials
 * Afsheen Gh - Civil Engineer
 * Deepak Ravikumar - Civil engineer
 * Vikas Siddeshwar - Computer Science Engineering
 * Nishchal Rana - Electrical Engineering (Chico State)
 * Abdullatif Al-Blowi - Computer Engineer
 * Debabrata Paul - Civil Engineer
 * Anil Bisht - Computer Engineer
 * TWFred - Requirements Analysis/Technical Writing
 * Gustable - Sanitary Mechanical Engineer


text:
Portal:Technology/Learn/Quotes

"A stitch in time saves Nine."-"Anonymous"

"Failures are people who did not know how close they were to success when they gave up." -Thomas Edison.

"You never can say you have failed till you have stopped trying." -Paul Theunissen.

"Imagination is more important than knowledge. For knowledge is limited, whereas imagination embraces the entire world, stimulating progress, giving birth to evolution." -Albert Einstein.

"Because the ones who think they can change the world are the ones that do..." -Steve Jobs

title: Portal:Technology/Learn/Quotes


text:
User:KTucker/My Sandbox/Some Thing/Viewer

Some Thing's views.


text:
User:KTucker/My Sandbox/Some Thing/Viewer/Text

The name is, the id is , the weight is (why new line and space to indent?) and the Volume is  (why a new line?).

I could have done this:

Property, Value

Name, id, colour, Weight, Volume,


text: Portal:Engineering and Technology/Feature


text:
Portal:Engineering and Technology/TodoBox

 * Add learning materials for the School of Engineering
 * Build courses based on available learning materials on Wikiversity
 * Add courses based on the classes that you are currently teaching/taking. Add a page on the contents of each day of class at the end of the day.  You will learn the material better and help us all learn.
 * Create audio files, like Blues basics for use as background music in cisLunarFreighter
 * Create Foley Effects like Rocket Engines at liftoff and thrusters when manuevering cisLunarFreighter
 * A design study is needed to support business planning for a LOX Plant at Lunar Boom Town.


text: Portal:Engineering and Technology/Wikibooks


text: Portal:Engineering and Technology/Wikimedia


text: User:KTucker/My Sandbox/Some Thing/Viewer/Table


text: Portal:Engineering and Technology/Portals


text:
Portal:Engineering and Technology/TodoBox/to do

 * Add learning materials for the School of Engineering
 * Build courses based on available learning materials on Wikiversity
 * Add courses based on the classes that you are currently teaching/taking. Add a page on the contents of each day of class at the end of the day.  You will learn the material better and help us all learn.
 * Create audio files, like Blues basics for use as background music in cisLunarFreighter
 * Create Foley Effects like Rocket Engines at liftoff and thrusters when manuevering cisLunarFreighter
 * A design study is neededLunar_Boom_Town/LOX_Domestic_and_Exports to support business planning for a LOX Plant at Lunar Boom Town.


text: Template:Technology

title: Template:Technology


text: Portal:Technology

title: Portal:Technology


text:
Template:SSE Current Theme

Variables
box
 * - name of box in the SSE pages - mostly under Curriculum/General.
 * values for box include intro, preparation, objectives, tips, guide, go, udc-nav, sustainability-nav, ...).

To Do
Extend this to work for other projects, and rename it to

title: Template:SSE Current Theme


text:
Portal:Social entrepreneurship/Curriculum/General/Introduction to Social Entrepreneurship/Objectives/more

More about the Anticipated Learning Outcomes
...


text: Comparative Neuroscience/Evolution of the Nervous System


text:
User:Krebsr

{What is your favorite color? -red -blue +black -green
 * type=""}

title: User:Krebsr