text:
User talk:Dusti

 Hello Dusti, 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

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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! --JWSchmidt 04:58, 13 June 2008 (UTC)

Help
Hi Dusti,

Help is always appreciated. What topics are you most interested in, or what do you want to learn about? It's best to start there and work outward. If you have a few ideas and want some direction, or need any other help, feel free to drop me a line. Historybuff 19:32, 28 June 2008 (UTC)

title: User talk:Dusti


text:
User talk:Class work 1

 Hello Class work 1, 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

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

title: User talk:Class work 1


text:
Twelve principles of green chemistry

The Twelve Principles of Green Chemistry

1. Prevention

It is better to prevent waste than to treat or clean up waste after it has been created.

2. Atom Economy

Synthetic methods should be designed to maximize the incorporation of all materials used in the process into the final product.

3. Less Hazardous Chemical Syntheses

Wherever practicable, synthetic methods should be designed to use and generate substances that possess little or no toxicity to human health and the environment.

4. Designing Safer Chemicals

Chemical products should be designed to effect their desired function while minimizing their toxicity.

5. Safer Solvents and Auxiliaries

The use of auxiliary substances (e.g., solvents, separation agents, etc.) should be made unnecessary wherever possible and innocuous when used.

6. Design for Energy Efficiency

Energy requirements of chemical processes should be recognized for their environmental and economic impacts and should be minimized. If possible, synthetic methods should be conducted at ambient temperature and pressure.

7. Use of Renewable Feedstocks

A raw material or feedstock should be renewable rather than depleting whenever technically and economically practicable.

8. Reduce Derivatives

Unnecessary derivatization (use of blocking groups, protection/ deprotection, temporary modification of physical/chemical processes) should be minimized or avoided if possible, because such steps require additional reagents and can generate waste.

9. Catalysis

Catalytic reagents (as selective as possible) are superior to stoichiometric reagents.

10. Design for Degradation

Chemical products should be designed so that at the end of their function they break down into innocuous degradation products and do not persist in the environment.

11. Real-time analysis for Pollution Prevention

Analytical methodologies need to be further developed to allow for real-time, in-process monitoring and control prior to the formation of hazardous substances.

12. Inherently Safer Chemistry for Accident Prevention

Substances and the form of a substance used in a chemical process should be chosen to minimize the potential for chemical accidents, including releases, explosions, and fires.

title: Twelve principles of green chemistry


text:
Structural engineering

Structural engineering is, mostly, considered as a subset of civil engineering dealing with the design and analysis of buildings and large non-building structures to withstand both the gravity and wind loads as well as natural disasters. Besides, it may also cover design of machinery, medical equipment, vehicles or any other objects where structural functionality or safety are involved. Structural engineers must ensure their designs satisfy building codes.

Major structural engineering projects go through the following four stages: research, design, testing, and construction which are featured with the images below:

Structural engineering came to existence when the humans first started to construct their own structures. It became a more defined profession with the emergence of the architecture profession during the industrial revolution in the late 19th century.

In a practical sense, structural engineering is largely the application of Newtonian mechanics to the design of structural elements and systems that support buildings, bridges, walls (including retaining walls), dams, tunnels, etc. Structural engineers ensure that their designs satisfy a given design intent predicated on safety (i.e. structures do not collapse without due warning) and on serviceability (i.e., floor vibration and building sway do not result in occupants criteria discomfort). In addition, structural engineers are responsible for making efficient use of funds and materials to achieve these goals. Typically, entry-level structural engineers may design simple beams, columns, and floors of a new building, including calculating the loads on each member and the load capacity of various building materials (steel, timber, masonry, concrete). An experienced engineer would tend to render more difficult structures, considering physics of moisture, heat and energy inside the building components.

Structural loads on structures are generally classified as: live loads such as the weight of occupants and furniture in a building, the forces of wind or weights of water, the forces due to seismic activity such as an earthquake, dead loads including the weight of the structure itself and all major architectural components and live roof loads such as material and manpower loading the structure during construction. Structural engineers mainly fight against the forces of nature like winds, earthquakes and tsunamis. In recent years, however, reinforcing structures against sabotage has taken on increased importance.

Education
The education of structural engineers is usually through a civil or architectural engineering degree with structural emphasis or through a structural engineering degree. The fundamental core subjects for structural engineering are strength of materials or solid mechanics, statics, dynamics, material science, numerical analysis and conceptual structural design. Reinforced concrete, composite structure, timber, masonry and structural steel designs are the general structural design courses that will be introduce in the next level of the education of structural engineering. The structural analysis courses which include structural mechanics, structural dynamics and structural failure analyses are designed to build up the fundamental analysis skills and theories for structural engineering students. At the senior year level or higher, prestressed concrete design, space frame design for building and aircraft, bridge engineering, civil and aerospace structure rehabilitation and other advanced structural engineering specializations are usually introduced.

Recently in the United States, there have been discussions in the structural engineering community about the competency of structural engineering graduates. Some have called for a master's degree to be the minimum standard for professional licensing. There is also growing support to establish a structural engineering undergraduate degree; some existed in the past, and one still exists at the University of California-San Diego. Many students who later become structural engineers major in civil, mechanical, or aerospace engineering degree programs, which typically do not emphasize structural engineering. Architectural engineering programs do offer structural emphases, and are often in combined academic departments with civil engineering.

Licensing
In the United States, structural engineers are licensed at the State level. In many states, a Structural Engineering license is conferred after several years experience, and the passage of multiple exams. In some states, including California, a Civil Engineering (CE or PE for Professional Engineer) license is usually the first step, which in itself requires at least two years, and in most states four, practical experience and the passage of an exam. After that milestone, two to three more years of specialized structural experience is necessary, then the passage of a multiple day exam focusing solely on structures. In New York State, a Fundamentals of Engineering exam is taken first, with no experience required. After a minimum four years of experience (including up to 1 year of graduate education) the Professional Engineer's (PE) licensing exam is taken. This exam is geared specifically for structural engineers, however the license is valid for all engineering disciplines.

Lessons

 * /Introduction/

title: Structural engineering


text:
User talk:Mudd1

 Hello Mudd1, 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

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title: User talk:Mudd1


text:
Survey research and design in psychology/Assessment/Exams/Mid-semester

 * Practice


text:
Survey research and design in psychology/Assessment/Exams/Final/Practice

This page addresses mistakes and questions raised by students about the 2009 practice final exam.

19
{ If the r between two IVs is 0, then R will equal the r of X1 and Y plus the r of X2 and Y. + True - False
 * type=""}

Am I right in thinking that r is correlations coefficient? if so, then 0 = no relationship? R is measure of effect size... I don't follow the rest of the question... Similar follows for Q20. ✅ Yes, r is the statistical abbreviation for Pearson's linear correlation. I'll add that to the list of abbreviations at the start of the exam for future. R is the multiple correlation coefficient (see Multiple linear regression). I suggest you try drawing a Venn diagram. If the r between the predictors is 0, then they are independent. Therefore, R will be the r between predictor 1 and the DV plus the r between predictor 2 and the DV. -- Jtneill - Talk 05:53, 13 June 2008 (UTC)

20
{If the r between two IVs is 1, then R will equal the r of X1 and Y plus the r of X2 and Y. + True - False
 * type=""}

✅ As per 19, however, if the predictors are perfectly correlated, then R will equal the r between one of the predictors (either one) and the DV. Again, sketching a Venn Diagram is a good idea. -- Jtneill - Talk 05:53, 13 June 2008 (UTC)

30
{A MLR was conducted with Attentiveness in Year eight as the DV and three IVs. Here is the regression coefficients table.

Which of the following statements is false? + These results are unreliable, since some of the assumptions of MLR have been violated. - Attentiveness and sociability have a significant positive linear r. - Sociability is about twice as important as a predictor compared to settledness. - Gender doesn't play much of a role in the overall results for this multiple linear regression. (n other words, if gender was removed from the analysis, the main conclusions would be similar.
 * type=""}

How can you tell from this table? ✅ This question could be answered by the process of elimination: b, c, d and true statements because:
 * b: There is a notable drop between the zero-order and partial correlations for attentiveness and sociability (but not so much for Sex of student). Therefore these predictors must be correlated with one another.
 * c: The Beta for for Sociability is about twice as large as for Settledness.
 * d: Sex of student is not significant and has a fairly small Beta, so its not adding much in the way of predicting variance in the DV.
 * -- Jtneill - Talk 06:42, 13 June 2008 (UTC)

35
{Here is a famous rule of thumb for assessing computed t values: We can instantly treat an associated regression coefficient as statistically significant at the 95% level of confidence whenever: - The magnitude of a computed t value is negative. - The magnitude of a computed t value is positive. + The absolute magnitude of a computed t value exceeds 2. - The absolute magnitude of a computed t value exceeds 5. - None of the above.
 * type=""}

Which lecture did you go through this one, so I could go over it? ✅ I suggest reading up on the properties of the normal distribution which were discussed in the ANOVA lecture and reviewing t-tests, which is assumed knowledge. -- Jtneill - Talk 06:41, 13 June 2008 (UTC)

45
In MLR, if the N was halved (from 200 to 100), Adjusted R2 will: __________.

 * a. not change
 * b. be doubled
 * c. be halved
 * d. increase slightly
 * e. decrease slightly

How do you work this out? ✅ I suggest you read about Adjusted R2. Basically, this reduces R2 (for a sample) in order to estimate variance explained in a population. The larger the sample size, the smaller the reduction for adjusted R2. -- Jtneill - Talk 06:46, 13 June 2008 (UTC)

80-83
For a 2 (A-B) x 2 (-/Y) factorial ANOVA, the following cell means indicate what kind of effects? (insert various examples of means displayed in a 2 x 2 table)
 * a. Main effect for X-Y, no main effect A-B, no interaction
 * b. Main effect for A-B, main effect for X-Y, no interaction
 * c. Main effect for A-B, main effect for X-Y, interaction
 * d. Main effect for A-B, no main effect X-Y, interaction
 * e. Main effect for X-Y, no main effect A-B, interaction

How can you work that out? I am unable to understand how I interpret this table in regards to the questions. I have looked through the textbook and lecture notes and I can't seem to find it. Could you please point me in the right direction? ✅ I suggest sketching 2 x 2 line graphs with the Y axis indicating mean values for either:
 * (i) X and Y on the x-axis and separate lines for A and B; or
 * (ii) A and B on the x-axis and separate lines for X and Y.

For the 2 x 2 table, it can also be helpful to work out the margin totals, i.e, the average scores for X, Y, A and B. Compare X and Y scores for one main effect. Compare A and B scores for the other main effect. And check whether or not the lines in the graph are parallel for the interaction effect. I understand by drawing a line graph that you can tell if there is an interaction effect but how do you know if there are main effects which are significant. Do you just assume that if the numbers are different that there is an effect? ✅Yes, assume a sufficiently powerful study which would detect as significant any "obvious" differences between the means of the cells and/or groups.

84
What is Cohen's rule of thumb for interpreting $$\eta$$2?

 * a. .01 small, .03 medium, .1 large
 * b. .1 small, .3 medium, .6 large
 * c. .01 small, .06 medium, .14 large
 * d. .1 small, .3 medium, .5 large

Where is this guideline from? ✅ Oops, sorry, this wasn't in the unit materials, that's a mistake; Cohen's (1988) guideline which is: 0.01 small, 0.059 medium, 0.135 large
 * . -- Jtneill - Talk 07:04, 13 June 2008 (UTC)

87
Consider an experiment with 2 factors, A and B, and a response, Y. Which of the following are true:

 * i. The interaction term is significant when the change in the true average response Y when factor A changes is the same for each level of B.
 * ii. The interaction term is significant when the main effects provide an incomplete description of the data.
 * iii. The interaction term is significant when the effect of A on the true average response depends on what level of factor B is considered.
 * iv. If we create an interaction plot and the lines are not parallel, we can conclude that there is sufficient statistical evidence for an interaction effect.

 * a. i & ii
 * b. i, ii, & iii
 * c. ii & iii
 * d. iii & iv
 * e. ii, iii, & iv

Can you explain how this works? Im not sure about ii? ✅ ii. When there is an interaction, then the main effects do not sufficiently explain the relations between the IVs and DV. Thus, the interaction explains additional variance in the DV above and beyond the main effects. When the interaction is not significant (or large) then the main effects provide a sufficient explanation and can be interpreted on their own. -- Jtneill - Talk 07:16, 13 June 2008 (UTC)

104
104. In a convenience sample survey, which aspects of the study is the researcher likely to have most control? (choose least to most control)

 * i. N
 * ii. ES
 * iii. Critical $$\alpha$$

 * a. Critical $$\alpha$$, N, ES
 * b. N, ES, Critical $$\alpha$$
 * c. Critical $$\alpha$$, ES, i
 * d. ES, N, Critical $$\alpha$$
 * e. N, ES, Critical $$\alpha$$

I thought that controlling sample size, even in convenience sample, was the easiest part? ✅ This is going to vary from somewhat study to study, and is somewhat subjective. Often N is limited by external contraints (e.g., time/money), but of course a researcher does ultimately usually decide and can control the sample size. ES one may have control over. e.g, in an experimental study, the "dosage" can be controlled, but in survey-type studies one tends to have less control. Critical alpha is very controllable. -- -- Jtneill - Talk - c 14:11, 27 May 2009 (UTC)

FAQ
Will we need to know the formulas?

✅ You aren't expected to know or memorise formulae per se, but understanding formulae will be beneficial for understanding how key statistics are derived, what they are used for, how to interpret, assumptions, etc.


text:
Survey research and design in psychology/Assessment/Exams/Mid-semester/Practice

 * Practice exam


text:
User talk:Bethko

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 06:05, 13 June 2008 (UTC)

 Hello Bethko, 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

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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! Erkan Yilmaz uses the Chat (try) 06:05, 13 June 2008 (UTC)

title: User talk:Bethko


text:
Topic talk:Management Ph.D

What should be done with this? --Emesee 06:16, 13 June 2008 (UTC)

title: Topic talk:Management Ph.D


text:
Arch/quiz6

Drum Beat Music - Sugarplum
Listen closely for the instrument, which (Piano, Drums, or Voices) is on which track. Read the following questions and select the best answer. When you are finished making your selection, click the "Submit" button.

{Track 1: + Piano - Drums - Voice
 * type=""}

{Track 2 - Piano + Guitar - Voice
 * type=""}

{ Track 3 - Piano - Drums + Voice
 * type=""}

title: Arch/quiz6


text:
BCP/Digitalis × mertonensis

Digitalis × mertonensis

title: BCP/Digitalis × mertonensis


text:
BCP/Digitalis × mertonensis/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * SB_Johnny-LM 09:14, 13 June 2008 (UTC)

title: BCP/Digitalis × mertonensis/Logs


text: Category:Bloom Clock Keys/June

title: Category:Bloom Clock Keys/June


text: Category:Bloom Clock Keys/Southeastern Pennsylvania


text:
Talk:Electric Circuit Analysis/Nodal Analysis

Course Building
I might as well build this page right here... :-) Thuvack 10:19, 13 June 2008 (UTC)

Details:
I am working on the solution to the page, please be patient. There are still lots of mistakes. Thuvack 15:36, 24 June 2008 (UTC)
 * I finally worked it out! :-) Thuvack 09:56, 27 June 2008 (UTC)

Mistakes/Todo List
The picture for part 10 (exercise 7) has a mistake - R3 appears twice, I'm assuming that one of them should be R6. I'll fix it later on. --Chooseadifferentname 21:17, 11 February 2009 (UTC)

Hi. It's now March 2011. Your later on is taking too long to arrive.Luckimg 06:22, 18 March 2011 (UTC)


text:
Electric Circuit Analysis/Mesh Analysis

{| cellpadding="15" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: PaleGreen; border: 1px solid Gray; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="1" |

Lesson Review 5 & 6:
What you need to remember from Kirchhoff's Voltage & Current Law.

 * Remember what was learned in Passive sign convention, You can go back and revise Lesson 1.

 * Kirchhoff's Voltage Law

 * Kirchhoff's Current Law

This part of the course onwards will collaborate with the Mathematics Department extensively. Mathematical Theory will be kept minimal as mathematical tools are only used here as a means to an end. Links to relevant Mathematical theories will be supplied to assist the student.

Lesson Review 7:
What you need to remember from Nodal analysis. If you ever feel lost, do not be shy to go back to the previous lesson & go through it again. You can learn by repetition.

 * Use KCL at super nodes to formulate circuit equations.
 * Create matrix from circuit equations.
 * Solve for Unknown Node Voltages using Cramer's Rule.

 * style="width: 50%; background-color: PaleGreen; border: 1px solid #777777; -moz-border-radius-topleft: 2px; -moz-border-radius-bottomleft: 2px; -moz-border-radius-topright: 2px; -moz-border-radius-bottomright: 2px;" colspan="1"; rowspan="1"|

 * }

{| cellpadding="15" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: PaleGreen; border: 1px solid Gray; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="1" |

Lesson 8: Preview
This Lesson is about Mesh Analysis. The student/User is expected to understand the following at the end of the lesson.

 * Use KVL at meshes or loops to formulate circuit equations.
 * Create matrix from circuit equations.
 * Solve for Unknown Mesh Currents using Cramer's Rule.

Part 1: Pre-reading Material
The student is advised to read the following resources from the Mathematics department:

 * College Algebra
 * Linear algebra

 * style="width: 50%; background-color: PaleGreen; border: 1px solid #777777; -moz-border-radius-topleft: 2px; -moz-border-radius-bottomleft: 2px; -moz-border-radius-topright: 2px; -moz-border-radius-bottomright: 2px;" colspan="1"; rowspan="1"|

Part 2: Mesh Analysis
Let's start off with some useful definitions:

 * Branch:
 * This is a circuit element(s) that connect two nodes.

 * Loop:
 * This a closed path in a circuit. A set of these loops are used to create constraint equations.

 * Mesh:
 * A loop passing though at least one branch.

 * Basic rule: The sum of Voltages around any loop must be Zero.( From KVL in Lecture 5).

 * }

{| cellpadding="15" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: PaleGreen; border: 1px solid Gray; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="1" |

Part 3
The following is a general procedure for using Mesh or Loop Analysis method to solve electric circuit problems. The aim of this algorithm is to develop a matrix system from equations found by applying KVL arround Loops or Meshes in an electric circuit. Cramer's rule is then used to solve the unknown Mesh Currents.

Once the Mesh Currents are solved, normal circuit analysis methods ( Ohm's law; Voltage and Current Divider principles etc... ) can then be used to find whatever circuit entity.

Remember to consult previous lessons if you are not confident in using normal circuit analysis techniques that will be used in this lesson.

Manual Mesh/Loop Analysis Algorithm:

1.) Choose a conventional current flow.

2.) Identify and Number loops or meshes. ( Usually 2 or 3 meshes/ loops )

3.) Apply KVL to identified meshes/loops and formulate ciruit equations.

4.) Create Matrix system from KVL equations obtained.

5.) Solve Matrix for unknown Mesh Currents by using Cramer's rule ( it is simpler although you can still use gaussian method as well )

6.) Used solved Mesh Currents to solve for the desired circuit entity.

The above algorithm is very basic and useful for 2 x 2 and 3 x 3 size matrices. Generally as the number of loops or meshes increase and the size of the matrix exceeds 3 x 3, numerical methods ( Beyond scope of this course ) are employed with the aid of computers to solve such circuit networks.

Generally speaking, Mesh Analysis is shorter than Nodal Analysis although not always preffered. Let's try an example to illustrate the above Mesh/Loop analysis algorithm.

 * style="width: 50%; background-color: PaleGreen; border: 1px solid #777777; -moz-border-radius-topleft: 2px; -moz-border-radius-bottomleft: 2px; -moz-border-radius-topright: 2px; -moz-border-radius-bottomright: 2px;" colspan="1"; rowspan="1"|

Part 4 : Example
Consider Figure 8.1 with the following Parameters:
 * $$V_1 = 15V$$
 * $$V_2 = 7V$$
 * $$R_1 = 2\Omega$$
 * $$R_2 = 20\Omega$$
 * $$R_3 = 10\Omega$$
 * $$R_4 = 5\Omega$$
 * $$R_5 = 2\Omega$$
 * $$R_6 = 2\Omega$$

Find current through $$R_3$$ using Mesh Analysis method. Solution:

This is the same example we solved in Exercise 7.

We can see that there are three closed paths (loops) where we can apply KVL in, Loop 1, 2 and 3 as shown in figure 8.2

We can now apply KVL around the loops remembering Passive Convention when defining Currents and voltages.

KVL around abca loop:

$$I_1*R_1 + (I_1-I_3)*R_2 + (I_1-I_2)*R_3 = V_1$$

Therefore

$$I_1(R_1 +R_2 + R_3) - I_2(R_3) - I_3(R_2) = V_1$$ ............(1)

 * }

{| cellpadding="15" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: PaleGreen; border: 1px solid Gray; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="1" |

Part 5 : Example (Continued)
KVL around acda loop:

$$(I_2-I_1)*R_3 + (I_2-I_3)*R_4 + I_2*R_5 = - V_2$$

Therefore

$$ -I_1(R_3) + I_2(R_3 +R_4 + R_5) - I_3(R_4) = - V_2$$  ............... (2)

KVL around bdcb loop: $$I_3*R_6 + (I_3-I_2)*R_4 + (I_3-I_1)*R_2 = 0$$

Therefore

$$ -I_1(R_2) - I_2(R_4) + I_3(R_2 +R_4 + R_6) = 0$$   ............... (3)

Now we can create a matrix with the above equations as follows:

 * style="width: 50%; background-color: PaleGreen; border: 1px solid #777777; -moz-border-radius-topleft: 2px; -moz-border-radius-bottomleft: 2px; -moz-border-radius-topright: 2px; -moz-border-radius-bottomright: 2px;" colspan="1"; rowspan="1"|

Part 6 : Example (Continued)
$$ \begin{bmatrix} (R_1 +R_2 + R_3) & (-R_3) & (-R_2) \\ (-R_3) & (R_3 +R_4 + R_5) & (-R_4) \\ (-R_2) & (-R_4) & (R_2 +R_4 + R_6)\end{bmatrix}. \begin{bmatrix} I_1\\ I_2 \\ I_3 \end{bmatrix} = \begin{bmatrix} V_1 \\ -V_2 \\ 0 \end{bmatrix}$$

The following matrix is the above with values substituted:

$$ A.\vec{X} = \vec{Y}$$ ? $$\begin{bmatrix} 32 & -10 & -20 \\ -10 & 17 & -5 \\ -20 & -5 & 27 \end{bmatrix}. \begin{bmatrix} I_1\\ I_2 \\ I_3 \end{bmatrix} = \begin{bmatrix} 15 \\ -7 \\ 0 \end{bmatrix}$$

Now that we have arranged equations 1; 2 & 3 into a matrix we need to get Determinants of the General matrix, and Determinants of alterations of the general matrix as follows:

Solving determinants of:

 * Matrix A : General matrix A from KVL equations

 * Matrix A1 : General Matrix A with Column 1 substituted by $$\vec Y$$.

 * Matrix A2 : General Matrix A with Column 2 substituted by $$\vec Y$$.

 * Matrix A3 : General Matrix A with Column 3 substituted by $$\vec Y$$.

As follows:
 * }

{| cellpadding="15" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: PaleGreen; border: 1px solid Gray; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="1" |

Part 7: Example (Continued)
$$\begin{matrix}\ det\begin{bmatrix} 32 & -10 & -20 \\ -10 & 17 & -5 \\ -20 & -5 & 27 \end{bmatrix} &=& det A \\ \ \\ \ &=& 2388 \end{matrix}$$

$$\begin{matrix}\ det\begin{bmatrix} 15 & -10 & -20 \\ -7 & 17 & -5 \\ 0 & -5 & 27 \end{bmatrix} &=& det A1 \\ \ \\ \ &=& 3920 \end{matrix}$$

$$\begin{matrix}\ det\begin{bmatrix} 32 & 15 & -20 \\ -10 & -7 & -5 \\ -20 & 0 & 27 \end{bmatrix} &=& det A2 \\ \ \\ \ &=& 2302 \end{matrix}$$

 * style="width: 50%; background-color: PaleGreen; border: 1px solid #777777; -moz-border-radius-topleft: 2px; -moz-border-radius-bottomleft: 2px; -moz-border-radius-topright: 2px; -moz-border-radius-bottomright: 2px;" colspan="1"; rowspan="1"|

Part 8: Example (Continued)
$$\begin{matrix}\ det\begin{bmatrix} 32 & -10 & 15 \\ -10 & 17 & -7 \\ -20 & -5 & 0 \end{bmatrix} &=& det A3 \\ \ \\ \ &=& 3330 \end{matrix}$$

Now we can use the solved determinants to arrive at solutions for Mesh Currents $$I_1; I_2 and I_3$$ as follows:

1. $$I_1 = \frac{det A1}{det A} = 1.642A$$

2. $$I_2 = \frac{det A2}{det A} = 0.964A$$

3. $$I_3 = \frac{det A3}{det A} = 1.394A$$

Now we can solve for the current through $$R_3$$ as follows:

$$I_{R_3} = I_1 - I_2 = 0.678A $$

The answer is as we expected it to be, $$I_{R_3}$$ flows in the direction of $$I_{1}$$. As expected, mesh analysis and nodal analysis gave equivalent answers.
 * }

{| cellpadding="15" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: PaleGreen; border: 1px solid Gray; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="1" |

Part 9: Exercise 8
Consider Figure 8.3 with the following Parameters:
 * $$V_1 = 9V$$
 * $$R_1 = 200\Omega$$
 * $$R_2 = 20\Omega$$
 * $$R_3 = 10k\Omega$$
 * $$R_4 = 5k\Omega$$
 * $$R_5 = 15k\Omega$$
 * $$R_6 = 1k\Omega$$

Find current through $$R_3$$ using Mesh Analysis method.

 * Answers to Exercise 8

 * style="width: 50%; background-color: PaleGreen; border: 1px solid #777777; -moz-border-radius-topleft: 2px; -moz-border-radius-bottomleft: 2px; -moz-border-radius-topright: 2px; -moz-border-radius-bottomright: 2px;" colspan="1"; rowspan="1"|

Part 10:
Further Reading Links:

 * Mesh analysis

 * Mesh-Currents Analysis Web Application

References:

 * Add reference here!

Completion List
Once you finish your Exercises you can post your score here! To post your score just e-mail your course co-ordinator your name and score *@undefined.

 * }

Μέθοδος βροχικών ρευμάτων

title: Electric Circuit Analysis/Mesh Analysis


text:
Electric Circuit Analysis/Nodal Analysis/Answers

KCL @ Node b:

$$i_2 = i_1 + i_6$$

Thus by applying Ohms law to above equation we get.

$$\begin{matrix}\ \frac{V_c - V_b}{R_2} - \frac{V_b}{R_1} - \frac{V_b - V_d}{R_6} = 0 \end{matrix}$$

Therefore

$$\begin{matrix}\ \ -V_b(\frac{1}{R_1}+\frac{1}{R_2}+\frac{1}{R_6}) + V_c(\frac{1}{R_2}) + V_d(\frac{1}{R_6}) = 0\end{matrix}$$  ............... (1)

KCL @ Node c:

$$i_3 = i_2 + i_4$$

Thus by applying Ohms law to above equation we get.

$$\begin{matrix}\ \frac{V_s - V_c}{R_3} - \frac{V_c - V_b}{R_2} - \frac{V_c - V_d}{R_4} = 0\end{matrix}$$

Therefore

$$\begin{matrix}\ \ -V_b( \frac{1}{R_2}) - V_c((\frac{1}{R_2}+\frac{1}{R_3} + \frac{1}{R_4}) + V_d(\frac{1}{R_4}) = \frac{V_s}{R_3} \end{matrix}$$  ...............   (2)

KCL @ Node d:

$$i_5 = i_4 + i_6$$

Thus by applying Ohms law to above equation we get.

$$\begin{matrix}\ \frac{V_s - V_c}{R_3} - \frac{V_c - V_b}{R_2} - \frac{V_c - V_d}{R_4} \end{matrix}$$

Therefore

$$\begin{matrix}\ \ -V_b(\frac{1}{R_3}) - V_c(\frac{1}{R_4}) + V_d(\frac{1}{R_3}+\frac{1}{R_4}-\frac{1}{R_5}) = 0 \end{matrix}$$   ............... (3)

$$G_1 = \frac{1}{R_1}$$  etc  thus equations 1; 2 & 3 will be re-written as follows:

$$\begin{matrix}\ V_b(-G_1-G_2-G_6) + V_c(G_2) + V_d(G_6) &=& 0 ....(1) \\ \ \\ \ V_b(-G_2) + V_c(G_2+G_3+G_4) + V_d(-G_4) &=& (V_s \times G_3) ....(2) \\ \ \\ \ V_b(-G_3) + V_c(-G_4) + V_d(G_3+G_4+G_5) &=& 0 ....(3) \end{matrix}$$

Now we can create a matrix with the above equations as follows:

$$ \begin{bmatrix} (-G_1-G_2-G_6) & (G_2) & (G_6) \\ (-G_2) & (G_2+G_3+G_4) & (-G_4) \\ (-G_4) & (G_4) & (G_3+G_4+G_5)\end{bmatrix}. \begin{bmatrix} V_b\\ V_c \\ V_d \end{bmatrix} = \begin{bmatrix} 0 \\ V_s \times G_3 \\ 0 \end{bmatrix}$$

The following matrix is the above with values substituted:

$$ A.\vec{X} = \vec{Y}$$ → $$\begin{bmatrix} -0.056 & 0.05 & 0.001 \\ -0.05 & 0.0503 & -0.0002 \\ -0.0001 & -0.0002 & 0.000367\end{bmatrix}. \begin{bmatrix} V_b\\ V_c \\ V_d \end{bmatrix} = \begin{bmatrix} 0 \\ 0.0009 \\ 0 \end{bmatrix}$$

Now that we have arranged equations 1; 2 & 3 into a matrix we need to get Determinants of the General matrix, and Determinants of alterations of the general matrix as follows:

Solving determinants of:

 * Matrix A : General matrix A from KCL equations

 * Matrix A1 : Genral Matrix A with Column 1 substituted by $$\vec Y$$.

 * Matrix A2 : Genral Matrix A with Column 2 substituted by $$\vec Y$$.

 * Matrix A3 : Genral Matrix A with Column 3 substituted by $$\vec Y$$.

As follows:

$$det A = -9.8 \times 10^{-8}$$

$$det A1 = -1.7 \times 10^{-8}$$

$$det A2 = -1.8 \times 10^{-8}$$

$$det A3 = -1.5 \times 10^{-8}$$

Now we can use the solved determinants to arrive at solutions for Node voltages $$V_b; V_c and V_d$$ as follows:

1. $$V_b = \frac{det A1}{det A} = 0.17V$$

2. $$V_c = \frac{det A2}{det A} = 0.19V$$

3. $$V_d = \frac{det A3}{det A} = 0.15V$$

Now we can apply Ohm's law to solve for the current through $$R_3$$ as follows:

$$I_{R_3} = \frac{V_s - V_c}{R_3} = \frac{9V - 0.19V}{10k\Omega} = 0.881mA $$


text:
Electric Circuit Analysis/Mesh Analysis/Answers

KVL arround abca loop:

$$I_1*R_1 + (I_1-I_3)*R_2 + (I_1-I_2)*R_3 = -V_s$$

Therefore

$$I_1(R_1 +R_2 + R_3) - I_2(R_3) - I_3(R_2) = -V_s$$  ............... (1)

KVL arround acda loop:

$$(I_2-I_1)*R_3 + (I_2-I_3)*R_4 + I_2*R_5 = V_s$$

Therefore

$$ -I_1(R_3) + I_2(R_3 +R_4 + R_5) - I_3(R_4) = V_s$$  ............... (2)

KVL arround bcdb loop: $$I_3*R_6 + (I_3-I_2)*R_4 + (I_3-I_1)*R_2 = 0$$

Therefore

$$ -I_1(R_2) - I_2(R_4) + I_3(R_2 +R_4 + R_6) = 0$$   ............... (3)

Now we can create a matrix with the above equations as follows:

$$ \begin{bmatrix} (R_1 +R_2 + R_3) & (-R_3) & (-R_2) \\ (-R_3) & (R_3 +R_4 + R_5) & (-R_4) \\ (-R_2) & (-R_4) & (R_2 +R_4 + R_6)\end{bmatrix}. \begin{bmatrix} I_1\\ I_2 \\ I_3 \end{bmatrix} = \begin{bmatrix} -V_s \\ V_s \\ 0 \end{bmatrix}$$

The following matrix is the above with values substituted:

$$ A.\vec{X} = \vec{Y}$$ → $$\begin{bmatrix} 10220& -10 000 & -20 \\ -10 000& 30 000 & -5000 \\ -20 & -5000 & 6020 \end{bmatrix}. \begin{bmatrix} I_1\\ I_2 \\ I_3 \end{bmatrix} = \begin{bmatrix} -9 \\ 9 \\ 0 \end{bmatrix}$$

Now that we have arranged equations 1; 2 & 3 into a matrix we need to get Determinants of the General matrix, and Determinants of alterations of the general matrix as follows:

Solving determinants of:

 * Matrix A : General matrix A from KVL equations

 * Matrix A1 : Genral Matrix A with Column 1 substituted by $$\vec Y$$.

 * Matrix A2 : Genral Matrix A with Column 2 substituted by $$\vec Y$$.

 * Matrix A3 : Genral Matrix A with Column 3 substituted by $$\vec Y$$.

As follows:

$$det A = 9.86 \times 10^{11}$$

$$det A1 = -857 700 000$$

$$det A2 = 11 016 000$$

$$det A3 = 6 300 000$$

Now we can use the solved determinants to arrive at solutions for Mesh Currents $$I_1; I_2 and I_3$$ as follows:

1. $$I_1 = \frac{det A1}{det A} = -0.00086968A$$

2. $$I_2 = \frac{det A2}{det A} = 0.00001117A$$

3. $$I_3 = \frac{det A3}{det A} = 0.000006388A$$

Now we can solve for the current through $$R_3$$ as follows:

$$I_{R_3} = I_1 - I_2 = -0.881mA $$

The negative sign means that $$I_{R_3}$$ is flowing in the direction of $$I_2$$.


text:
User:DaSch

→ My Profile

title: User:DaSch


text:
User talk:Trisha.Thomas

This is a test.

title: User talk:Trisha.Thomas


text:
User:Simondahn~enwikiversity

Über mich
Ich habe großes Interesse an zwei dingen. Eines ist Content Management und das andere sind Autos, Subaru um genau zu sein.

Dinge die ich gerne mache
In meiner Freizeit versuche ich mein „Fototalent“ zu perfektionieren. Da Autos schon immer mein Interesse geweckt haben fotografiere ich diese mit vorliebe. Die Ergebnisse kann man hier finden: My Private Subaru Website

Mein Edit count
Edit count

Bearbeitete seiten

Bijdragen

de:Benutzer:Simondahn

title: User:Simondahn~enwikiversity


text: User:Renamed user wZdBmxEPfs

title: User:Renamed user wZdBmxEPfs


text:
User:Holger

Hi! --Holger 18:25, 13 June 2008 (UTC)

title: User:Holger


text:
User:Θεόφιλε~enwikiversity

Welcome
I am curious about Biblical studies, physics, biology, psychology, technology, literary criticism, gardening, science fiction, the internet, programming, chemistry and history (among other things).

Biblical Text

 * Read Genesis 20:1 - 20
 * As you read note what your reaction is to the events, especially the dynamic between God and Abraham.
 * Try to notice how the author guides your expectations and understanding of the account.

Biblical Commentary

 * Read Hebrews 11:17-19

Related passages

 * Read Jeremiah 32:35 this is ESV see notes below
 * How do these texts affect your understanding of the passage?

Comments on the Text

 * A Wikipedia Summary of various opinions on the Binding of Isaac
 * A discussion from the Jewish perspective by Louis Jacobs, a British rabbi and theologian.

Lesson
Today's reading will be dealt with in four sections. First we'll deal with the general creation of the world, then we'll focus on the creation of Man, the Garden of Eden, and finally the creation of Woman. At the end of each section, there will be some notable verses from the passage, which are worth thinking about. The debate between Creation and Evolution is beyond the scope of this study; however a guide to the various arguments has been created. If you're interested in the debate, check out the guide.

Sacrifice :: Binding of Isaac
Abraham is given ONE clue that this request is MEANT to be staggering and incomprensible--the presence of the na' particle in the command.
 * narrator says this is a test
 * The use of the נא particle. Glenn M. Miller answers a question about God and sacrifice from section # 8

This particle is normally translated "please" but is NOT translated in the NIV of this verse. I will cite the verse translated by Hamilton (NICOT), so we can see where it fits:

Then He said: "Take, please, your son, your precious one who you love, Isaac, and go to the land of Moriah, where you shall offer him up as a burnt offering on one of the peaks I will identify for you"

Na; occurs often in the OT, but only 4 times by God when addressing a human. In each case, God makes a STAGGERING request of the human--and three of these are to Abraham!

* In Gen 13.14, a childless Abraham has just given the best of the land to his closest relative, Lot, who deserts him. God tells Abraham to look around as far as he can see--and that God will STILL give him ALL the land. The command to see and believe is accompanied by na'.

* In Gen 15.5, God instructs a childless, discouraged, and aging Abe to believe His promise of countless descendants!

* (here) In Gen 22.2, God instructs a old Abe to kill the miraculously-birthed son, through whom all the promises of descendants and land are to come!

* (later) In Exodus 11.2, the slave Israelites are ordered to ask their Egyptian captors for free jewelry!

title: User:Θεόφιλε~enwikiversity


text:
Category:Wikipedians who play Unreal Tournament

This category is for user's listed under "Wikipedians who play Unreal Tournament"


text: Category:Public international law

title: Category:Public international law


text:
Elementary Arabic I/Participants

--68.181.238.22 04:05, 31 March 2009 (UTC)JakeKennPlease sign below with your signature:
 * –mmkgny: interested in learning Arabic, no prior Arabic experience.
 * ...JCabrera1885- Hello. I am a language enthusiast wanting to learn arabic better. I speak Spanish, French, Japanese, Russian and Portuguese.
 * ^^^User:DarkangelDani^^^: hola, Im just a beginner on Arabic, but I looove the language, & I hope I'll be able to speak it very soon. I also know Spanish & some Italian.
 * nippp: Hello all! I've just started a Beginners Arabic class, we started with the Alphabet and are now writing words. I don't know any vocabulary or grammar yet though. =)

––ashiqulkitab: hi. i actually know how to read and write in arabic but i want to learn conversational arabic; i know very little and i have a lot to learn Boxie 07:30, 4 April 2010 (UTC)  I hope to learn arabic I am just starting to learn arabic. --CtrlaltdelLorna (talk) 08:52, 6 August 2012 (UTC)
 * --RodrigoGregori 17:10, 2 January 2009 (UTC) Hi, I'm also a language enthusiast and I'm very interested in learning also arabic!
 * i am wanting to learn arabic and i was wondering if i could join aswell MarkBegg 17:44, 27 July 2009 (UTC)
 * Learnerktm (discuss • contribs) 14:29, 16 August 2016 (UTC)
 * Charon.taylor I need to reinstall Arabic into my head. Why waste a good thing.

title: Elementary Arabic I/Participants


text:
User:Pedro Aguiar

see more at http://en.wikipedia.org/wiki/User:Pedro_Aguiar

title: User:Pedro Aguiar


text:
Bahá'í Faith/Prophecy/Babism

Prophecy of Bábism

Baha'u'llah

 * Tablet to the Shah Well is it with him who fixeth his gaze upon the Order of Baha'u'llah, and rendereth thanks unto his Lord. For he will assuredly be made manifest. God hath indeed irrevocably ordained it...

title: Bahá'í Faith/Prophecy/Babism


text: Category:Bahá'í Faith

title: Category:Bahá'í Faith


text: Category:Arabic I

title: Category:Arabic I


text:
User talk:Mmkgny

Merhaba Mmkgny, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 03:18, 14 June 2008 (UTC)

 Hello Mmkgny, 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

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text:
User talk:Pedro Aguiar

Hello Pedro, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 03:19, 14 June 2008 (UTC)

 Hello Pedro Aguiar, 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

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title: User talk:Pedro Aguiar


text: File:Rick14 Screenplay SBTDS.pdf

title: File:Rick14 Screenplay SBTDS.pdf


text: File:Rick14 Screen shot of script.png

title: File:Rick14 Screen shot of script.png


text:
President of the United States/Franklin D. Roosevelt

Franklin D. Roosevelt was an American politician who served as the 32nd President of the United States from 1933 to 1945. He defeated leader’s like Adolf Hitler and Emperor Hirohito.

Early Life
Franklin D. Roosevelt was born on January 30, 1882 in the Hudson Valley town of Hyde Park. His father, James Roosevelt, Sr., and his mother, Sara Ann Delano, were each from wealthy old New York families, of Dutch and French ancestry respectively. FDR was a lucky kid. His family traveled to Europe constantly. He learned to speak French and German and he learned how to ride, shoot, play polo and lawn tennis. FDR went to Groton School, an Episcopal boarding school in Massachusetts and was deeply inspired by the headmaster, Endicott Peabody, who taught the duty of Christians to help the less fortunate and urged his students to helping others. Roosevelt completed his studies at Harvard, where he lived in wonderful Adams House and was a member of the Alpha Delta Phi fraternity. While at Harvard, his fifth cousin ,Theodore Roosevelt, became president, and Theodore's vigorous leadership style and reforming zeal made him Franklin's role model and hero.

Adulthood
In 1854, he met his future wife, Eleanor Roosevelt, Theodore's niece, at a White House reception. Roosevelt entered Columbia Law School in 1905, but dropped out in 1907 because he had passed the New York State Bar exam. On March 17, 1905, Roosevelt married Eleanor even though his mother told him not to. Her uncle, Theodore Roosevelt, stood in at the wedding in place of Eleanor's dead father, Elliott. The young couple moved into Springwood, his family's estate, where FDR's mother usually came, much to Eleanor's chagrin. Franklin was a charismatic, handsome and socially active man. On the other hand, Eleanor was shy and disliked social life, and at first stayed at home to raise their children. They had six children in rapid succession: Anna Eleanor (1906–1975), James (1907–1991), Franklin Delano, Jr. (March 3, 1909–November 7, 1909), Elliott (1910–1990), Franklin Delano, Jr. 2(1914–1988), and John Aspinwall (1916–1981). In 1910, Roosevelt ran for the New York State Senate from the district around Hyde Park in Dutchess County. He entered the Roosevelt name, with its associated wealth, prestige and influence in the Hudson Valley, and the Democratic landslide that year carried him to the state capital of Albany, New York. Roosevelt entered the state house, January 1, 1911. He became a leader of a group of retired people who opposed Manhattan's Tammany Hall machine which dominated the state Democratic Party. Roosevelt soon became a popular figure among New York Democrats. He was reelected for a second term November 5, 1912, he retired from the New York State Senate on March 17, 1913.

Career in Politics
The 1920 Democratic National Convention elected Roosevelt as the candidate for Vice President of the United States on the ticket led by Governor James M. Cox of Ohio, helping build a national base, but the Cox-Roosevelt ticket was defeated by Republican Warren Harding in the presidential election. Roosevelt then retired to a New York legal practice, but a few doubted that he would soon run for public office again. In August 1921, while the Roosevelts were vacationing at Campobello Island, New Brunswick, Roosevelt contracted an illness, at the time believed to be polio, which paralyzed Roosevelt from the waist down. For the rest of his life, Roosevelt was paralyzed. He tried a lot of therapies, including hydrotherapy, and, in 1926, he purchased a resort at Warm Springs, Georgia, where he founded a hydrotherapy center for the treatment of polio patients which still operates as the Roosevelt Warm Springs Institute for Rehabilitation. After he became President, he helped to found the National Foundation for Infantile Paralysis (now known as the March of Dimes). His leadership in this organization is one reason he is commemorated on the dime.

At the time, when the private lives of public figures were subject to less scrutiny than they are today, Roosevelt was able to convince many people that he was in fact getting better, which he believed was needed if he was to run for public office again. Fitting his hips and legs with iron braces, he laboriously taught himself to walk a short distance by swiveling his torso while supporting himself with a cane. In private, he used a wheelchair, but he was careful never to use it in public. He usually appeared in public standing upright, supported on one side by an aide or one of his sons.

(In 2003, a peer-reviewed study found that it was more likely that Roosevelt's paralytic illness was actually Guillain-Barré syndrome, not polio.)

Presidency
On March 4, 1933, FDR became the 32nd president of the U.S. The nation struggled under the Great Depression. It lasted until 1934. Five years later was the start of World War 2. FDR (unsuccessfully) tried to keep the U.S. out of the war. On Dec. 7, 1941, Japan attacked Malay, Hong Kong, Philippines, Guam and Hawaii, U.S. The next day, Midway, U.S. That led America into World War II.

On 1944, FDR was elected president for his 4th and last time. Cerebral hemorrhage prevented him to see his retirement. He died on April 12, 1945.

Legacy
FDR was one of the greatest presidents in U.S. history. As the longest president of America, He's seen 12 years (and 69 weeks) of improvement in the U.S. Franklin Delano Roosevelt will forever be in the hearts of Americans.


title: Arch/quiz5


text:
Del.icio.us

del.icio.us is a popular social bookmarking website. It allows users to bookmark, tag, and share websites, plus offers several more advanced features, including rss and atom feeds, users can send links to other users, and users can follow their friends links. It is free to use.

Social bookmarking sites such as del.icio.us can be used in many ways to facilitate and aid study and learning.

For example, you can see all sites with particular tags, e.g., by going to http://del.icio.us/tag/socialbookmarking.

Please add more ways in which del.icio.us can be used in education and research.

title: Del.icio.us


text:
User talk:Θεόφιλε~enwikiversity

 Hello Θεόφιλε, 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

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hey!
hey Theophilus! Epic name.

This is OpenSourceJunkie - you commented on my page a bit over a month ago, and now I'm finally getting back to you :) Sorry, I went AWOL for a while (busy summer)

At any rate, I commented on your comments back on my page, so feel free to comment back, or simply implement some of the changes. Btw, nice start on the Genesis 22 lesson - look forward to the full version!

--Opensourcejunkie 23:45, 8 August 2008 (UTC)

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Hello,

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

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Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:26, 19 April 2015 (UTC)

title: User talk:Θεόφιλε~enwikiversity


text:
User talk:Simondahn~enwikiversity

 Hello Simondahn, 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

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Hello,

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

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

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:22, 19 April 2015 (UTC)

title: User talk:Simondahn~enwikiversity


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Help:Lecture

Many Wikiversity contributors from universities and similar tertiary institutions have chosen to structure their contributions as "courses" consisting of "lectures", "assignments" and some other components. A write-up of a lecture may look like an article and is distinguished by its context. Context means: it is linked into a course as a lecture belonging to that course. The distinction is important, because not all articles are acceptable on Wikiversity (normally they belong on Wikipedia). A lecture, unlike an article, is an educational resource which can remain on Wikiversity regardless of its topic.

Distinguished from related resource types

 * Articles: the term article is used on Wikiversity in the sense of "encyclopedia article". The "academic article" is known as a paper (or academic paper) on Wikiversity. An article must adhere to the neutral point of view and is a collaborative effort, just as Wikipedia articles are. In general, Wiki pedia is the right place to put articles.

 * Papers: a paper is an academic article or academic paper (or draft thereof) which has been published or is being drafted on Wikiversity. A paper typically reflects the work and views of a single individual or of a closed group of authors. A paper may be commented on and discussed by any Wikiversity contributor.

 * Essays: an essay, like a paper, reflects the work and views of a single individual or of a closed group of authors and may be commented on and discussed by any Wikiversity contributor. It may be one of the following:
 * an opinion piece of writing which is not on a sufficiently "academic" topic to be considered an "academic paper", or where the degree of formality is lower than a paper, or where the author simply prefers the designation "essay";
 * a piece of writing set as an assignment in a course.

 * Lessons: the Moodle help system memorably tells us that a lesson "delivers content in an interesting and flexible way". The function of a lesson may be similar to that of a lecture, but a lesson does the thing in a different way. A lecture is typical for tertiary education resources. A lesson is typical for learning content in other education sectors.

Collections that may include lectures

 * Courses: a course is generally an organizational page which collects together other resources, such as lectures, assignments, lessons, quizzes, reading lists and handouts. Courses are frequently associated with real world classes, but occasionally their intended audience will be new visitors to Wikiversity.

Video and audio lectures
It has become increasingly popular in academia to make (real world) lectures available as podcasts. Information about such options at Wikiversity will be added here. Because of bandwidth and uploading issues, you may need to post your podcast elsewhere on the web and link to it from your Wikiversity course page.

How to avoid your lecture being deleted as an article
The danger: most articles belong on Wikipedia, not Wikiversity, so they may get deleted from Wikiversity (see What Wikiversity is not under the heading "a duplication of other Wikimedia projects").

How to avoid this:
 * 1) Call your lecture a "lecture".
 * 2) Tag your lecture as a lecture by inserting  at the top or bottom (with the curly brackets).
 * 3) Use a subpage for your lecture - i.e. entitle your lecture "name of course/name of lecture" or "name of course/lecture 1" (with a slash in the middle).
 * 4) Link your lecture clearly to your course - e.g. by using subpages, a breadcrumbs trail back to your course will be automatically created at the top of the page.
 * 5) Avoid the temptation to copy-and-paste from Wikipedia, unless you heavily edit the Wikipedia article to suit your lecture.

Lectures which are one-off events
Academia also knows the use of the word "lecture" as a single presentational event, rather than as part of a course. As such, a (formal write-up of a) lecture is similar to a "paper". It is suggested that such one-off lectures (i.e. lectures with no context of other pages belonging to the same course) should be termed "papers" (see papers).

The lifecycle of a lecture
You should feel welcome to upgrade lecture notes (your own, or those of others) to lessons by (as Moodle tells us) delivering the content in a more interesting and flexible way. See lessons for advice.

title: Help:Lecture


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User:Jtneill/Publications

2021
Brichacek, A. L., Murray, K., Neill, J. T., & Rieger, E. (2021). Contextual behavioral approaches to understanding body image threats and coping in youth: A qualitative study. Journal of Adolescent Research, 39(2), 328–360. https://doi.org/10.1177/07435584211007851

Theses

 * PhD

Ideas / In progress

 * 4 pillars of free and open teaching
 * Some international trends in outdoor education - Past, present, and future
 * Ingando camp (life effectiveness)
 * Life Effectiveness Questionnaire psychometrics
 * OE outcomes (longitudinal study)
 * Adolescent Coping Scale psychometrics
 * Resilience Scale psychometrics
 * Overview of Outdoor Education Theory and/or Research
 * Overview of Outdoor Education in Australia
 * Overview of Adventure Therapy Theory and/or Education
 * Past Trends and Future Directions for Outdoor Education
 * Psychological Aspects of Outdoor Education
 * Outdoor Education and Modern Technology
 * Outdoor Education and Environmental Sustainability

title: User:Jtneill/Publications


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Life effectiveness

Life effectiveness is term which refers to the performance of generic personal and social life skills. Related terms include psychological resilience and practical intelligence.

The Life Effectiveness Questionnaire provides a self-report instrument for assessing several purported life effectiveness skills, including:
 * 1) Time Management
 * 2) Social Competence
 * 3) Achievement Motivation
 * 4) Intellectual Flexibility
 * 5) Emotional Control
 * 6) Task Leadership
 * 7) Active Initiative
 * 8) Self Confidence

Workshop activity

 * 1) Present and discuss notion of life effectiveness - handout - for more info, see http://wilderdom.com/leq
 * 2) Related concepts: Practical intelligence, self-concept etc.
 * 3) Definitions of generic life effectiveness skills
 * 4) Describe the eight life effectiveness (LEQ-H) dimensions
 * 5) Present and discuss outdoor education results from http://wilderdom.com/phd
 * 6) Highlight the general trend of a small drop between pre-program and first day (due to situational threat), the substantial increase during the program (probably inflated by post-group euphoria at program end), and the partial loss of gains during the follow-up period (typical of interventions). Of potential concern is that the 1st day to last day snapshot (typical of many evaluations) may over-estimate the amount of change during the program due to the initial depression and end-of-program euphoria. Thus, longitudinal research with a control group is preferable.

title: Life effectiveness


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Help:Essay

An essay reflects the work and expresses the views of a single individual or group on a topic. Essays are traditionally written pieces. However video, audio, and other presentations are possible. Good essays begin with research, offer verifiability by citing reliable sources, and give reliable information. Essays are one of many resource types at Wikiversity. An essay may be one or more of the following:

 * a piece of writing set as an assignment in a course (or "term paper")
 * informal or insufficient work than is normal for a formal academic paper (e.g, may contain a lot of personal opinions)
 * a piece of writing where the author simply prefers the designation "essay"

Distinguished from related resource types

 * Papers: a paper is an academic article or academic paper (or draft thereof) which has been published or is being drafted on Wikiversity. A paper typically reflects the work and views of a single individual or of a closed group of authors. A paper may be commented on and discussed by any Wikiversity contributor.

 * Blogs: a blog, like a paper, reflects the work and views of a single individual and may be commented on and discussed by any Wikiversity contributor. However the blog is usually in the personal User namespace of a particular registered Wikiversity user and conforms to the style of a "blog" (e.g. shorter; lower level of formality; stronger opinions; somewhat journalistic).

 * Articles: this term is used on Wikiversity in the sense of "encyclopedia article". The "academic article" is known as a paper (or academic paper) on Wikiversity. An article must adhere to the neutral point of view and is a collaborative effort, just as Wikipedia articles are.

Examples
An essay is a less formal kind of paper, so guidelines are fewer. For examples of a set of essays (or term papers), please refer to:

 * 1) The Design for the Environment project, a collection of about 28 essays created by about 100 to 150 students of the University of Toronto in Spring 2008. The students were working in teams, under the supervision of their professor, who was also a Wikiversity user.
 * 2) Social psychology (psychology) is an undergraduate unit at the University of Canberra, Australia, with about 80 students are each writing essays, July to October, 2008, under the supervision of their lecturer, a Wikiversity user/custodian. For more information, see Social psychology (psychology)/Assessment/Essay.

General Wikiversity guidelines

 * 1) Keep the page title short. If your essay has a longer title (e.g. because your professor gave you a longer one), then put the longer title at the top of the page, but don't use it for the official title of the page on Wikiversity.
 * 2) The author(s) should always be clearly identified at the top.
 * 3) The author(s) should provide a means to be contacted - e.g. Wikiversity username given allows contact through user's discussion page.
 * 4) Disclosures:
 * 5) * Either: the resource should very clearly be of a type in which readers would expect to find views, opinions or research findings which have not achieved a wide consensus (e.g. in an academic field)
 * 6) * Or: the resource should be clearly tagged at the top with a tag which warns readers that the resource may contain views, opinions or research findings which have not achieved a wide consensus.
 * 7) If the resource contains multiple pages, the points above (1-4) should be repeated on every page of the resource.
 * 8) Wikiversity contributors not named as an author should, as a matter of civility, refrain from editing the resource itself. However it should be possible for all Wikiversity contributors to comment and discuss the piece of writing on the page itself (rather than resorting to the talk page). A discussion section at the bottom of the page is recommended. This is effectively an exchange for other contributors refraining from editing the authored section of the resource. Comments and discussions should be signed in the normal wiki manner.

Linking an essay to related resources
An essay may well be part of a series of related resources on Wikiversity. For example, there might be related course and assignment pages, and there might be essays written as part of the same course by fellow students. Try to link these resources together - e.g. use hyperlinks in the page, create a special category for all the related pages, and assign the essays to this common category.

Essays on Wikipedia
Wikipedia has a resource type known as "essays", defined as "pages that typically address some aspect of creating and managing an online encyclopedia". They contain opinions/advice/suggestions which fall short of guidelines or proposed policies. Wikipedia has over 600 essays of this type, all located in the Wikipedia namespace. See w:Wikipedia:essays. Among Wikimedia projects, the word "essay" has therefore come to be used (occasionally) as a derogatory term for a proposal which has no hope of achieving consensus.

Wikipedia also has a category for essays (w:Category:essays), which lists encyclopedia articles about famous essays of the past.

External resources

 * BookwormLab: How To Write An Essay
 * Open University: Essay and report writing skills

title: Help:Essay


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Genocide

The aim of this learning project (or set of projects) is to study the social psychology of human beings in the context of genocide, including its causes, consequences, and what can be done to prevent or minimise mass killing of human ethnic groups by other human groups.

What is genocide?
According to the Oxford dictionary genocide is the deliberate killing of a large number of people from a particular nation or ethnic group with the aim of destroying that nation or group.

Socio-psychological factors
''Add more socio-psychological factors which are involved in and particularly which contribute to genocide. If one interests you, then write some more here (or on the linked pages) about it and how it connects with genocide'':
 * Conflict
 * Conformity
 * Crisis / Catalyst
 * Culture
 * Dehumanisation
 * Deindividuation
 * Disenfranchisement
 * Ethnicity
 * History
 * Leadership
 * Group polarisation
 * Nationalism
 * Propaganda
 * Social categorisation
 * Weapons effect

Stages of genocide
''One way of understanding how and why genocide occurs is to view it as evolving through a series of socio-cultural stages. Add a table of these here for further discussion and consideration (the table can be copied from the Wikipedia link below).''

 * Stages of genocide and efforts to prevent it (Wikipedia)

title: Genocide


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Concept mapping/Workshop

This page provides materials for a three-hour face-to-face Introduction to Concept Mapping workshop. Also see the concept map outline for the workshop and the main concept mapping page.

Goals
The goal of the workshop is for participants to learn how to create concept maps for communicating and modeling ideas via engaging with:
 * 1) Theoretical background
 * 2) Hands-on experience using concept mapping tools

Subpages

 * Minimal, ungrammatical, ungraphical concept maps
 * In this wiki environment, you may make a tree of subjects, whether known or knowing, by use of:
 * a hierarchy of sections
 * a hierarchy of lists, whether OL(#) or UL(*) tags
 * a hybrid hierarchy of the above two.
 * To link beyond the tree structure, you may make use of the NAME property of HTML tags and the and at last tags. And you may attempt to put a relational phrase ahead of the subject, as follows:

 * /Taoism/

title: Concept mapping/Workshop


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User:Henriques

Hi,

My name is Henriques and I live in Orlando, Florida.

title: User:Henriques


text:
User:Dr.Ramakrishnan

About Dr.Ramakrishnan, please go to:http://www.wikieducator.org/Featured_L4C_Participant:_Dr.Ramakrishnan_Srinivasan

title: User:Dr.Ramakrishnan


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Category talk:Essays

Essay contests idea from User:CQ in October 2006
Transferring text from main category page. --McCormack 12:14, 14 June 2008 (UTC)

Category:Essays is a new category for main namespace articles used for inspiration and enlightenment.

The Interlingual Beta Club wishes to kick off an Wikiversity's first Essay Contest to promote the Multilingualism Practicum conducted on all the Wikiversity_translations and Betas.

The contest is two-fold:
 * 1) Foster Interlingual Dialog
 * 2) Recruit and train translators

See also:
 * Translator's Handbook
 * Wikiversity translations/Recruiting translators
 * Wikiversity translations/Training translators
 * Multilingual worksheet

title: Category talk:Essays


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Help talk:Essay

Origins of the essay resource type
The following is perhaps of interest to action researchers. There are four main immediate sources for the idea of an "essay" resource type on Wikiversity. (1) User:SRego's Design for the Environment project of Spring 2008 (with about 100 to 150 participants and a very high level of content creation).(2) User:CQ's essay contest idea of October 2006, which was the origin of the essay category, and which was forgotten. (3) Wikipedia essays. (4) The rather obvious general experience that Wikiversity users were frequently using the main namespace for opinion pieces in an unregulated fashion - by defining a number of opinion-piece types, a more regulated approach to NPOV exceptions might be attained. --McCormack 12:25, 14 June 2008 (UTC)

location of essays
If I would like to release my essays written as an undergraduate student here on Wikiversity, should that be in userspace (e.g. "user:UserName/EssayTitle") or somewhere in mainspace (e.g. "essay:EssayTitle")? I do not see a standardized suggestion for this. I think it would be a bad idea to publish essays to Wikiversity directly under their titles without a colon prefix, since college essays are very common and often on repeated topics (and individual titles can be very arbitrary). I think grouping them under an "essay:" prefix or placing them in userspace would prevent overcluttering mainspace with what would likely eventually become a large amount of confusingly similar-looking material. Nicole Sharp (discuss • contribs) 20:06, 7 June 2016 (UTC)

 * Essays at Wikiversity are most often placed as a subpage under the subject of the essay. See Controversies in Science, Federal Writers' Project - Life Histories, Landmark Education, and Physics/Essays for some examples. There is no advantage to putting Essay: in the title. We don't have an Essay: namespace. We use subpages to reduce clutter.

 * If putting all of the essays together by title makes sense, then it would be as subpages of Essays, but putting them under the corresponding subject would be more helpful for those looking to learn about that subject rather than essays in general. Adding Category:Essays to each page would allow anyone looking for essays specifically to be able to find them. You are also welcome to put them in user space, but keep in mind that user space is not searched by default and wouldn't be linked to from anywhere except your own user pages. In other words, you wouldn't really be sharing them with anyone, which limits the benefit of publishing them.

 * Note that, in general, questions like these are best posted in the Colloquium. Most talk pages on Wikiversity are not monitored. I only saw this one because the Help:Essays page is a prime target for spammers selling essay "services". -- Dave Braunschweig (discuss • contribs) 22:03, 7 June 2016 (UTC)

title: Help talk:Essay


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Draft:Archive/2024/OpenOffice.org/Draw

Open Office Draw is free and open source software for drawing, and is available as part of the Open Office suite.

title: Draft:Archive/2024/OpenOffice.org/Draw


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Help:Blog

A blog is an educational resource type which you can add to your personal user namespace at Wikiversity. A blog, like a paper, reflects the work and views of a single individual and may be commented on and discussed by any Wikiversity contributor. However the blog is usually in the personal User namespace of a particular registered Wikiversity user and conforms to the style of a "blog" (e.g. shorter; lower level of formality; stronger opinions; somewhat journalistic).

Distinguished from related resource types
The following are more formal opinion-pieces, which can be published in the main namespace of Wikiversity.

 * Essays: an essay (or term paper), like a paper, reflects the work and views of a single individual or of a closed group of authors and may be commented on and discussed by any Wikiversity contributor. It may be one of the following:
 * an opinion piece of writing which is not on a sufficiently "academic" topic to be considered an "academic paper", or where the degree of formality is lower than a paper, or where the author simply prefers the designation "essay";
 * a piece of writing set as an assignment in a course.

 * Papers: a paper is an academic article or academic paper (or draft thereof) which has been published or is being drafted on Wikiversity. A paper typically reflects the work and views of a single individual or of a closed group of authors. A paper may be commented on and discussed by any Wikiversity contributor.

How to create a blog
Your user page (or a subpage of it) should be used as blog's homepage, and your blog posts all created as subpages of it. To set this up, place the Blog template on your user page—this will create a form like the one below, allowing you to easily add new blog posts. You will also get an RSS feed of your posts.

To create a blog post now, simply enter the post's title in the box below, and a page (such as ) will be created.

The input box above pre-loads the blog post template; if you manually create blog pages, you should use this template at the top (it defines certain metadata for the page, such as post date, and will also categorise your posts).

General guidelines relating to opinion pieces on Wikiversity

 * 1) The author(s) should always be clearly identified at the top.
 * 2) It should be possible to contact the authors - e.g. Wikiversity username given.
 * 3) Disclosures:
 * 4) * Either: the resource should very clearly be of a type in which readers would expect to find views, opinions or research findings which have not achieved a wide consensus (e.g. in an academic field)
 * 5) * Or: the resource should be clearly tagged at the top with a tag which warns readers that the resource may contain views, opinions or research findings which have not achieved a wide consensus.
 * 6) If the resource contains multiple pages, the points above (1-3) should be repeated on every page of the resource.
 * 7) Wikiversity contributors not named as an author should, as a matter of civility, refrain from editing the resource itself. However it should be possible for all Wikiversity contributors to comment and discuss the piece of writing on the page itself (rather than resorting to the talk page). A discussion section at the bottom of the page is recommended. This is effectively an exchange for other contributors refraining from editing the authored section of the resource. Comments and discussions should be signed in the normal wiki manner.

Relevant policies and proposed policies
Although a blog may be the most unregulated form of opinion-piece which you can write on Wikiversity, this does not excuse from basic moral and legal restrictions. At one end of the scale, a blog can just be a personal diary of thoughts, or an expression of frustrations. At the other end of the scale, there are blogs which are so well-researched and well-written that they are almost works of literature or almost publishable research articles. Wherever your blog lies on the scale, remember that blogging is a form of publication, and that - unlike graffiti - your (user)name will be attached forever to your words.

 * Civility policy
 * Reliable sources
 * Verifiability
 * Privacy policy

Distinguish from related topics
Category:blogging is a category of Wikiversity resources related to the learning about or researching into blogging as a form of internet communication, particular in the context of web learning.

Templates and Categories
Templates:
 * blog for the front page of a blog;
 * blog post at the top of each post; and
 * blog post comments at the bottom of each post (if desired).

All blog-related content should be under Category:Blogging:

title: Help:Blog


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Help talk:Blog

Origin of the statements on this help page
The help page as initially written attempts to describe the status quo of blogging on Wikiversity. There were about half-a-dozen or so examples of blogs at the time of writing, mainly written by more active users, although many of these blogs were discontinued. Users seem to have all voluntarily restricted their blogs to their user namespace. I don't have a blog myself and am neutral about the topic, but I can imagine that someone will one day propose the deletion of all blogs (I have no opinion about that either). --McCormack 13:31, 14 June 2008 (UTC)

 * I think it's rather more likely that a commercial blogging platform will disappear (as has happened many times before), leave no trace of one's data. The Wikimedia Foundation seems a better bet to me. As for editorial deletions, I think that any content relating to learning (which is a pretty massive scope!) is very unlikely to be removed. — Sam Wilson ( Talk • Contribs ) … 06:50, 8 May 2014 (UTC)
 * @Samwilson I agree. Pity that WMF has no aspirations on using its good reputation in longevity for hosting more of a social media spectrum of content. WikiBLOGs could be one content type to experiment on WikiSPORE.org no? --Zblace (discuss • contribs) 08:34, 16 December 2022 (UTC)
 * Yes, I think Wikispore might be a good place for this sort of thing. It'd probably also be easier to build it with things like Cargo over there. I keep meaning to get back to RSS support for that. — Sam Wilson ( Talk • Contribs ) … 05:07, 17 December 2022 (UTC)

Vanity Fair
There are so many places you can create your own page or blog on the WWW. It can satify your thirst for publication, for sharing your thoughts with others, of course you need to have time. The Web has become a Vanity Fair.

 * Not untrue, but also thins are not so black and white most of the time and for Wikimedia wikis to have Bloging options is not the worse compromise that could happen, in fact it could help advance the situation at least for Wikimedians ;-P --Zblace (discuss • contribs) 08:42, 16 December 2022 (UTC)

(Learning) Wikimedia Blogs
If blogs could be content type for learning *(often they are) than it is easy to argue for their presence on most if not all Wikis of Wikimedia. For me rather then discussing yes/no it would be WhatWhyHow to do it. --Zblace (discuss • contribs) 08:42, 16 December 2022 (UTC)

title: Help talk:Blog


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Help:Event

An event is a resource type which you can create on Wikiversity.

Restrictions
The event should have educational relevance or educational value.

Ideas
Use an event page for:
 * Event announcement
 * Event management and coordination
 * Managing participants
 * Preparatory discussions
 * Develop agendas and programmes collaboratively
 * Event reporting
 * Post formal proceedings, informal diaries or any other kind of report

Proper categorising
Please categorise your event with a date. Use something like  Category:Events for [MONTH] [YEAR] . Then put " Category:Events for [MONTH] [YEAR] " into " Category:Events ".

title: Help:Event


text:
Help talk:Event

Origin of this resource type
Teemu Leinonen has rather liberally used Wikiversity for event announcements, event reports and event management. It would seem sensible to encourage this. --McCormack 13:46, 14 June 2008 (UTC)

title: Help talk:Event


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Wikiversity:Differences between Wikiversity and Wikibooks

Wikiversity was originally a sub-project within Wikibooks. It became an independent project in August 2006. This page describes some of the main content-related differences between the projects.

Resource types
One of the main differences between Wikiversity and Wikibooks is the number and variety of available resource types. Wikibooks is for books. Wikiversity is for a large variety of learning resources (see box below). As a book may also be a learning resource (e.g. textbook for school use), some degree of overlap is possible.


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User:Eugrus/test

What is it?
It as my test page.

What you test page actually is?
It is started as my place to test automatic links.

title: User:Eugrus/test


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Category:Quotation templates

Generally, either "..." or the quote or quotation templates should be used. Templates with quotation marks, especially decorative ones, such as those provided by the cquote template, are reserved for pull quotes and should not be used for quotations; they are intended for non-article pages, such as Wikiversity guidelines.

title: Category:Quotation templates


text: Template:Quotation

title: Template:Quotation


text:
Template:Quotation/doc

Usage

 * You should not put quotation marks around the quote.

The equal sign (=)
If any of the parameters include an equal sign, this will make the template not recognize the parameter properly. To fix this the parameter needs to be prefixed with "1=", "2=", etc., depending on which parameter this applies to.

title: Template:Quotation/doc


text:
Template talk:Quotation

Good template idea. --McCormack 14:24, 14 June 2008 (UTC)

title: Template talk:Quotation


text: Template:Game

title: Template:Game


text: Category:Wikiversity activities

title: Category:Wikiversity activities


text: Category:Fun

title: Category:Fun


text: Category:Training manuals

title: Category:Training manuals


text: Category:Books

title: Category:Books


text:
User:Recovery Psychology/Expierimental Sandbox

A recovery psychologists sandbox for expierimental wiki-ing
This is here to post my trial and err work, as I want to keep habitual mistakes out of other projects.


text:
Study of Genesis/The Binding of Issac

Biblical Text

 * Read Genesis 20:1 - 20
 * As you read note what your reaction is to the events, especially the dynamic between God and Abraham.
 * Try to notice how the author guides your expectations and understanding of the account.

Biblical Commentary

 * Read Hebrews 11:17-19

Related Passages

 * Read Jeremiah 32:35 this is ESV see notes below
 * How do these texts affect your understanding of the passage?

Comments on the Text

 * A Wikipedia Summary of various opinions on the Binding of Isaac
 * A discussion from the Jewish perspective by Louis Jacobs, the rabbi emeritus of the New London Synagogue, an author and lecturer at University College in London and at Lancaster University.

Lesson
Today's reading will be dealt with in ? sections. First we'll consider the outrageousness of God commanding Isaac's sacrifice. Then we'll look at various understandings that have been offered, then I will offer my point of view. I encourage you to interact with what I present and see what you think. I also welcome your comments.

Reaction of readers
What was your reaction as you read the material assigned from Genesis? If you are like me and the the referenced materials you probably agonized over God's command. Let me disspell a modern misreading of the text. Whatever else this text is, this is not child abuse, Isaac is likely an adult man in this account. If he is being bound and sacrificed it is only because he agreed to it.

Indications within the text
As we look at the scripture there are a number of clues that this was meant to be outrageous. It is called a test which distances the authoritative voice of the narrator and God from the command.

The building of phrases, your son, whom you love.

Grammatically we have evidence this was outrageous, the particle נָא (na') in the command. This particle serves as an intensifier that can sometimes be translated as please but it is often not translated into English. (The KJV uses 'I pray' in Genesis 12:13 repeatedly in Genesis 18 Judges 9:38 and in other passages.) The English versions (NKJV, NASB, NIV or ESV) do not translate it directly in this verse. Hamilton (NICOT) shows the location of the partical. He translates: Then He said: 'Take, please, your son, your precious one who you love, Isaac, and go to the land of Moriah, where you shall offer him up as a burnt offering on one of the peaks I will identify for you'.

נָא (na') occurs frequently in the Hebrew portions of scripture, but only 4 times when God addresses people. In each case, God makes a amazing request of them--and three of these are to Abraham!

 * In Genesis 13.14, Abram (he has not been renamed Abraham yet), still childless, has just given the best of the land to his closest relative, Lot. God tells Abraham to "lift up please your eyes and see" to the north, to the south to east and to the sea, God promises him and his offspring all that land. I translated נָא (na') as please.

 * In Gen 15.5, Abram, still childless, has proposed to make one of his servants his heir. God brings Abraham outside and says "look please heavenward" and number the stars, So shall your offspring be!

 * Here in Gen 22.2, God commands Abraham to kill his miraculously-born son, his beloved son, his only son through whom all the promises of descendants, land and blessing will come!

Glenn M. Miller answers a question about God and sacrifice, from section # 8
 * In Exodus 11.2, God tells Moses "speak please" to the the slave Israelites and order them to ask their Egyptian associates for their jewelry!

Why would God ask such a thing?
This is so not like God! Jeremiah 32:35 and Leviticus both forbid human sacrifice, why would God ask what he forbids?

title: Study of Genesis/The Binding of Issac


text:
User talk:Lvansche

Hello Lauren, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 20:24, 14 June 2008 (UTC)

 Hello Lvansche, 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

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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! Erkan Yilmaz uses the Chat (try) 20:24, 14 June 2008 (UTC)

title: User talk:Lvansche


text: User:ChrisiPK

title: User:ChrisiPK


text:
User talk:Eugrus

Здравствуйте, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 20:44, 14 June 2008 (UTC)

 Hello Eugrus, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * 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! Erkan Yilmaz uses the Chat (try) 20:44, 14 June 2008 (UTC)

title: User talk:Eugrus


text: User talk:ChrisiPK

title: User talk:ChrisiPK


text:
Talk:World History/Global Civilization I

posting answers also here at Wikiversity
Hello, what do you think about that participants post their answers here openly at Wikiversity ? Or that these get posted later here ? This helps that more people can participate. Erkan Yilmaz uses the Chat (try) 21:45, 14 June 2008 (UTC)

First assignment
The "first assignment" was supposedly due 9/08, and yet no assignment appears to have been posted. Reason? The Jade Knight (d'viser) 07:01, 23 November 2008 (UTC)

This course is said to be enrolling but there is no activity. I have signed this as shown in the page but did not receive any email, etc. Is this course still going? --Monty7 13:24, 5 January 2009 (UTC)


text:
User talk:Henriques

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 21:46, 14 June 2008 (UTC)

 Hello Henriques, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * 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! Erkan Yilmaz uses the Chat (try) 21:46, 14 June 2008 (UTC)

title: User talk:Henriques


text:
User talk:BSP1

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 21:52, 14 June 2008 (UTC)

 Hello BSP1, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * 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! Erkan Yilmaz uses the Chat (try) 21:52, 14 June 2008 (UTC)

title: User talk:BSP1