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User:Lkirkner

Welcome to the WikiPage of Laurie Kirkner!

This page will serve as an HTML practice page.

 brief bio  I have spent much of my adult life working in education, not entirely surprising given that both my parents work in higher education & have instilled a deep appreciation for the freedom gained through education. I currently work as system administrator/Internet technician/online course designer at a large community college in northern Indiana. I have, under the mentorship of a dear friend and colleague, melded two loves of my life: technology and education. I've been in the Instructional Systems Technology MS program for almost 2 years and I love it. It's slow going because I have to squeeze courses into a very hectic life, but I have enjoyed my languid progression through the classes. I hope to continue on in higher education, although some rudimentary investigations have piqued my interest in professional training and development. Time will tell, as they say, but I believe that I am on a path very suited to my strengths and my goals.

 websites
 * educational
 * "English department of the University of Notre Dame"
 * "Instructional Systems Technology at Indiana University, Bloomington"

 * personal
 * "A personal IT page"
 * I made this page the other day when I stumbled across Google's Page Creator. It's pretty template driven, so I don't think that I like it all that well, but for someone who wants just the basic plug-n-chug kind of website creation, it works.
 * "My faculty web page"
 * Again, this is something that I just recently starting experimenting with. Until I find the time to take a web design class, I'm self-teaching (and kind of self-medicating *wink*) along the way!

title: User:Lkirkner


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Lunar Boom Town/Spacesuit Maintenance Repair & Enhancement

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

It seems like samples of every old spacesuit Spacesuits ever manufactured by Terran space programs has made it to Boomtown.

Business practice challenges:

What hourly shop rate should we be charging on these old suits to keep them functional?

When should we recommend to their owners they purchase new suits?

Should we be working on older suits at all considering the legal liabilities?

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


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User talk:Lkirkner

Hi Lkirkner, welcome to Wikiversity! I'm adding some links below - maybe you'd also be interested in Topic:Web Design? Cormaggio beep 12:51, 19 February 2007 (UTC)

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

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

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at Colloquim. Thank you. – Mike.lifeguard | talk 22:30, 28 September 2007 (UTC)
 * This image says that it is your own work; please decide how you want to license it and tag it as such. – Mike.lifeguard | talk 22:30, 28 September 2007 (UTC)
 * Please take care of this image as well as any other images you have uploaded in the past. – Mike.lifeguard | talk 22:31, 28 September 2007 (UTC)

Image:Frustrated.jpg}}}
Hello, and welcome to Wikiversity! We welcome and appreciate your contributions, such as, but we regretfully cannot accept copyrighted text or images borrowed from either web sites or printed material. This article appears to be a direct copy from. As a copyright violation, appears to qualify for deletion. has been tagged for deletion, and may have been deleted by the time you see this message. If the source is a credible one, please consider rewriting the content and citing the source.

If you believe that the article is not a copyright violation, or if you have permission from the copyright holder to release the content freely under the GFDL, you can comment to that effect on Talk. If the article has already been deleted, but you have a proper release, you can reenter the content at, after describing the release on the talk page. However, you may want to consider rewriting the content in your own words. Thank you, and please feel free to continue contributing to Wikiversity. – Mike.lifeguard | talk 23:43, 28 September 2007 (UTC)

Image:MUIS.jpg}}}
Hello, and welcome to Wikiversity! We welcome and appreciate your contributions, such as, but we regretfully cannot accept copyrighted text or images borrowed from either web sites or printed material. This article appears to be a direct copy from. As a copyright violation, appears to qualify for deletion. has been tagged for deletion, and may have been deleted by the time you see this message. If the source is a credible one, please consider rewriting the content and citing the source.

If you believe that the article is not a copyright violation, or if you have permission from the copyright holder to release the content freely under the GFDL, you can comment to that effect on Talk. If the article has already been deleted, but you have a proper release, you can reenter the content at, after describing the release on the talk page. However, you may want to consider rewriting the content in your own words. Thank you, and please feel free to continue contributing to Wikiversity. – Mike.lifeguard | talk 23:50, 28 September 2007 (UTC)

Image copyright problems

 * Your currently affected images are listed below. For each, please provide a license template and source. Thanks – Mike.lifeguard | @en.wb 23:35, 13 February 2008 (UTC)

 * 2007-02-20 21:00, Lkirkner: Signature b.jpg: untagged! ; 1 (0)
 * 2007-03-29 02:55, Lkirkner: Ex chart.jpg: untagged! ; 1 (0)
 * 2007-03-29 02:56, Lkirkner: Ex pie chart.jpg: untagged! ; 1 (0)
 * 2007-03-30 01:24, Lkirkner: Uploading Files to Wikiversity.pdf: untagged! ; 1 (0)

title: User talk:Lkirkner


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Talk:Conic sections

ellipse
The description at MathWorld seems to indicate that in the equation

 * $$\frac{y^2}{a^2}+\frac{x^2}{b^2}=1$$

"a" is the half the length of the major axis and "b" is half the length of the minor axis.--JWSchmidt 13:34, 19 February 2007 (UTC)

 * After reviewing the material on Mathworld carefully, I agree with JWS. I'm going to change the page. Historybuff 15:42, 19 February 2007 (UTC)

title: Talk:Conic sections


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User:Mr. Knuffke

David Knuffke

Teacher of Science and Children

mrknuffke@optonline,net

title: User:Mr. Knuffke


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User:Ntamez

Nancy's WikiPage

Some useful links for designing in the Wiki University: Our Group Project To help you edit in Wiki To help you edit contents in Wiki

To help you with media files in Wiki To help you with uploading files in Wiki.

title: User:Ntamez


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User:JWSchmidt/Blog/19 February 2007

Gratis versus Libre  The Wikipedia page for Gratis versus Libre explains how these two terms can be used to describe two types of "free" content. Will this prove to be useful terminology for making the distinction between "no-cost" and "free to copy/modify" content?

Can non-GFDL webpages include Wikipedia pages or do websites that include GFDL content have to clearly license their copies of the content as GFDL?
 * answers.com seems to license their pages as GFDL if they include content from Wikipedia.
 * About - still searching for Wikipedia content at about.com
 * Yahoo - still searching for Wikipedia content at yahoo.com

If there are websites that use GFDL content without clearly licensing their copies of the content as GFDL, can GFDL content be used in frames of proprietary LMS pages? See: wikilearner

title: User:JWSchmidt/Blog/19 February 2007


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User talk:Ntamez

Image:Water Cycle.JPG
Please provide a [Wikiversity:license tags|license template]] and source for this image. Thanks. – Mike.lifeguard | @en.wb 22:53, 13 February 2008 (UTC)

title: User talk:Ntamez


text: User talk:Mr. Knuffke

title: User talk:Mr. Knuffke


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Proletariat

In Marxism, the proletariat is a social class that did not own the means of production. Proletarians are wage-laborers who often work for/in; unsanitary workplaces, inadequate wages, and hazardous conditions are often cruelly treated and are the poorest and lowest class who own little or no property.

Within Marxist Theory, there exists a constant conflict between the proletariat and the bourgeois. For example, factory workers would desire higher wages, yet the bourgeoisie would usually/always turn them down.

According to Marxism, capitalism is a system founded on the fraudulent and underhanded treatment of the proletariat (“capitalists” are those who own the means of production.) This foul treatment takes place as follows: One - The proletariat gets employed by a capitalist and works for them; the workers then produce goods or services. Two - These products or services become the capitalist's property, who then sells them to accumulate capital. Three - A small portion of the wealth produced is used to pay the workers' share (the little they receive), while the surplus value is dealt amongst the capitalists (capital.) A portion of the capitalists' pay is used to purchase supplies, pay bills, and add more to their workforces. Hence the capitalists accumulate capital from their employees' wage-labor—the capitalists yield capital without laboring (excluding the work of hiring, purchasing supplies, and maintaining productivity.) Four - The proletariat owns no means of production; the proletariat must sell themselves daily and hourly for labor, even if it means being exploited, to satisfy the mere essentials of life. This is why Marxists argue that capitalists accumulate capital by exploiting workers/the proletariat.

Marx himself urged that the proletariat must depose the capitalist system with Socialism, transforming social planning, underpinning the capitalist system, and then evolving into a communist society in which "...the free development of each is the condition for the free development of all." (Communist Manifesto)

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User:Thor2000~enwikiversity

Hi, my name is Thomas Robinson (nickname Thor) and I am a Junior English Major at Abilene Christian University in Abilene Texas. My email is tmr04a@acu.edu. I'm from New York City, and currently live in Manhattan when I'm not in school.

title: User:Thor2000~enwikiversity


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Talk:Music theory

Rename
Hi, I changed this page's name to "Topic:Music theory" since it was being styled as the department of Music theory and composition. I also just added some pages from Category:Music - not all of them are of great quality, but I thought I would list them here to facilitate the ordering of them in a course format - or simply to have them in a centralised, easy to find location. I also added some boilerplate text - please add/remove/modify as you see fit... Cormaggio beep 18:45, 19 February 2007 (UTC)

A simple and Useful Course Plan
I think it's a very simple but useful course plan for local classroom or instrumental practices.Jason M. C., Han (discuss • contribs) 03:31, 17 May 2019 (UTC)

pic of keyboard
This would be very useful to allow readers to visualise natural/enharmonic notes and the structure of the diatonic scale. Is there a schematic diagram in the Commons? Tony1 02:18, 14 October 2006 (UTC)
 * I was thinking the same thing. B1810 13:05, 22 December 2007 (UTC)

Depth of lesson
Considering that this is supposed to be an introductory topic, it bothers me that I don't have the faintest idea what you're talking about over most of this lesson. (I'm a beginner to music theory, though an avid music fan.) ** What are the names you've given and why are they relevant to whatever a mode is?
 * What's a major scale as opposed to a (presumably) minor one? That is, what's the difference?
 * What's a 'mode'?
 * Intervals are a 'distance'...on a keyboard? in terms of frequency? This phrase makes no sense.

Just a few comments on comprehensibility and relevance. Sojourner001 15:52, 26 November 2006 (UTC)

 * I am pretty well-versed in music theory and I was thinking the same thing as I read this (i.e., "this is going to be very confusing to a beginner"). There are a lot of holes that must be filled in between the simple and the more 'advanced' concepts. (e.g., complex intervals, when a basic interval is far from thoroughly understood?; modes?; double flats?) Some of these concepts should be in a higher-level lesson. And the explanation is not the clearest. B1810 13:05, 22 December 2007 (UTC)

I clarified quite a chunk of the text, making it more systematic and hopefully easier to read. Regarding your (first reader) query about intervals as distance, the distance between two notes is a ratio of frequencies. An octave (up) is a ratio of 2:1, so 2 octaves is a ratio of 4:1 and so on. To get a semitone, we need to find the twelfth root of two, which is an ugly beast. --Thefrettinghand 13:06, 12 July 2010 (UTC)

Hey! Welcome to the world of music.... To answer a few of your questions:
 * A major scale or chord is one that (this is how I remember and was taught) sounds 'happy', while minor sounds 'sad'. Does that make sense.
 * A mode is an arrangement of the diatonic tones in an octave....... which probabvly confuses more.

Actually, come to think of it, im not helping much.... its 1am here... i'll give you a good answer tommorrow, when i'm awake! Bananagirl 14:47, 21 February 2007 (UTC)

 * Well, thanks, but that wasn't really the point I was making. What I'm getting at is that the lesson doesn't really serve to educate the reader. What it appears to do is merely summarise the discipline of music theory in terms of its own jargon - this doesn't help anyone who doesn't already know the subject. Sojourner001 16:27, 17 March 2007 (UTC)

Here's the thing... This lesson does an absolutely horrid job of describing even what basic concepts are described here. This lesson was obviously not composed by anyone who has any pedagogy experience whatsoever. Points that need improvement that I have found include:

-Failure to explain the concept of pitch and illustrate it through use of a keyboard. -Failure to explain the concept of what intervals are and their applications. Actually, applications of any information here are missing. -Information regarding the exact and enharmonic abbreviations of every godforsaken interval is simply unnecessary at that point in the lesson -Concepts are presented in a way as if the composer of the lesson were a bad storyteller. "So, a guy went to a bar and the bartender asks him... wait, did I tell you the guy was a robot? Because that's kind of important..." etc., etc. They should be reordered in a more constructive manner. -Because sound and pictures are scarce, the author comes off as just rambling off irrelevant information, and he is. Examples NEED to be present.

That's just my opinion though. I'll come back later and move stuff around as much as I can. -RS

Eurocentrism
This course should be renamed into "Theory of Western Music I" or something like that. In its present form, it is an example of eurocentrism. English is a language spoken as first or second language by people from many different cultures, including different musical cultures. Therefore, the Music School of the English Wikiversity should have a more global perspective. It should be restructured to represent non-western music cultures in a more balanced way and the courses should be renamed accordingly. Nannus 07:08, 2 March 2007 (UTC)

 * Although you are right that the subject matter is the Theory of Western Music, it is usually called Music Theory because it is the music tradition with the most 'theory' involved. Although there are many other forms of music, which may well have existed long before Western art music came into existence, it hasn't achieved a state of development akin to that of Western music. Folk music (or peasant music), for example, exists in every culture, but the fact that it is practised by 'the folk' implies that its development, when compared with that of Western art music, is not in the same category. What I mean is that Western Art music has changed, and still is changing, as people make new rules and break others in regard to the structure of musical pieces and the components of which they consist. I am not against learning materials devoted to other music cultures, and indeed can't think why anyone would be (apart from anything else, I love Gamelan!), but 'Music Theory' is a suitable title because it implies, without any prejudice, the theory of the art music of the Western world. Gaidheal1 16:02, 12 April 2011 (UTC)
 * This is an unfortunately Eurocentric view! It implies that "Western music" is "more developed" than other systems of music. The resource implies that Indian music, which is highly developed (and "Indian music" is really too broad a category), is based on the same 12-tone tempered scale that most "Western music" came to be based on, not seeming to realize that this was a relatively modern innovation ("The Well-Tempered Clavier"). This scale makes modulation between keys uniform so that the same 12 notes can serve all keys. If I have time, I might put together a resource on "natural tone" or "natural harmony." Natural harmony is based on coincident overtones -- and this fact is extremely useful for accurate tuning of instruments --; the tempered scale was based on the fact that 12 fifths (ratio of 3/2) equals almost exactly 7 octaves, the difference being the Pythagorean comma. The largest deviation between natural harmony and the tempered scale is the major third, which will then be heard as discordant, due to the difference between a ratio of 5/4 and the adjusted, tempered major third. In playing the guitar, I learned to push the string toward the bridge if I wanted to sweeten the sound, i.e, to lower the tempered third produced by the fretting of the guitar, to the natural third which is truly harmonic.
 * I found in my own study that most musicians and music teachers were frequently not aware of the physics of sound. They thought of overtones as, I found in one music encyclopedia, "faintly heard tones accompanying musical notes." Or something like that. In fact, the partialtone structure of sound is responsible not only for how we hear the sound, and for how we can tell the difference between vowels, in speech, where the pitch is the same, it isn't faint at all, once one learns to distinguish the tones. --Abd 15:11, 19 August 2011 (UTC)

Musical notes
I was reading and thinking about the name of the notes, I'm from Brazil and whem I learnt the principles of music I saw the note names as Do, Re, Mi, Fa, Sol, La, Si and later the teacher said that the letter C D E F G A B were nottations, well my 2 cents Jlagedo 01:33, 21 November 2007 (UTC)
 * I'm not sure what you're saying exactly, but the note names are not 'do, re, mi...' Those apply to any scale whereas the names of the notes do not. For example, if you have a C major scale: Do=C, Re=D, Mi=E, Fa=F... and so on. But if you have a F major scale, then: Do=F, Re=G, Mi=A, Fa=Bb... etc. (They 'sound' the same, but the do, re, mi... can be transposed to any scale (and have different note 'names'). Hope that makes sense. B1810 13:05, 22 December 2007 (UTC)
 * I believe the confusion here is because some countries have a "fixed Do" system. What the US musicians call "A minor" they call "La minor;" C major is "Do major," etc. -Paul.  129.42.184.35 16:15, 11 August 2009 (UTC)
 * C is not always "do" and is only "do" in A minor and C major. In D major and Bb minor, "do" is D. MrMeAndMrMe (discuss • contribs) 06:06, 25 March 2022 (UTC)

Where should this go?
See Music_theory I added this section, but don't know where you would like me to put it.--Guy vandegrift (discuss • contribs) 15:53, 29 March 2016 (UTC)
 * From my point of view, it would be better to put these exercises in Ear training. --Thierry613 (discuss • contribs) 18:18, 29 March 2016 (UTC)
 * Thanks. I will move it there soon.  I would like to keep it here so I know where it is.  We will play with this on Thursday. .  In fact, I propose we delete everything on the page except the template  --Guy vandegrift (discuss • contribs) 20:35, 29 March 2016 (UTC)
 * No problems. At the same time, maybe we could put just a link to the page where you put the exercises on ? --Thierry613 (discuss • contribs) 21:25, 29 March 2016 (UTC)

title: Talk:Music theory


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User talk:Thor2000~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Thor2000. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Thor2000~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:45, 17 March 2015 (UTC)

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

title: User talk:Thor2000~enwikiversity


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Introduction to psychology/Questions one: Definition and History/1.05

A study in which specific parts of the brain were destroyed in order to see how the brain functioned. It would be fine to destroy parts of animals brains and then observe changes in the animals behavior in order to find out more about how different parts of the brain worked, but it would not be ethical to do a study like that on humans.


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Science and the nonphysical

This page is a continuation of discussions that began on the Science teaching materials for creationism page.

Note: if you came to this page after searching for specific content and now you cannot find that content on the page, expand the four collapsed sections of old discussion and then search the page again.

The paranormal and creationism
Introduction. Earlier discussion at Science and belief introduced the idea that science has problems dealing with attempts to "explain" phenomena in terms of the nonphysical. Further discussion (below, click "expand") continued with the idea that a "spiritual creation of life" is unfairly rejected as an hypothesis by scientists who exclude creationism from the domain of science. Are scientists irrational in their bias against the nonphysical or is the burden of proof on creationists to produce evidence for nonphysical processes before scientists should have to be open to their possible role in scientific explanations?

New discussion
Add new comments here:
 * ....i've seen this 10 inch circular mass of electron particles observing me saying helloJeannied30 03:46, 22 February 2009 (UTC)m03:46, 22 February 2009 (UTC)Jeannied30m

What are the practical applications of the nonphysical?
molecules in time.

New discussion group?
I think this will be a good idea under a "What is Science" project. In it we would teach what Science and the Scientific Method are, and let people present specific cases to be evaluated. By specific I mean no "creationism" but "paper X accesible in this link". The better examples, of course, would be "scientifical" papers discussing areas normally treated as "non scientific", and papers from well stablished areas of science that fail to be scientific (e.g., by not stating the exact way to repeat whatever experiments they have done). --Jorge 02:50, 20 October 2007 (UTC)

Science beliefs under NPOV
What I hope to have evidenced in order to help this discussion's topic, is that materialist science is not able to prove the existence of anything, including its own object - matter itself - what makes it basically a matter of faith, or belief.

In fact, the worldly bivalent reasoning that came to be reduced into the foundations of logic, named "the axioms", are ultimately as self-evident, self-sustainable and self-reliable, as gods. Their devotees usualy don't bother questioning about being its essentiality perhaps nothing but mere intellectual limitation, despite being this exactly what they argument against the essentiality of some "ontological first cause" concept. Their consequent redutionist appraising lead them to also nothing but likewise ontological limitation, when they inescapably end explaining the essence of matter/energy with plain almighty abstract concepts.

Although many science advocates admit it has to be based in beliefs (like any human activity), they immediately remark them as "more probable" to be true then other's beliefs. Well, this just makes them one more group among all those others who plead the same - for what they present as the "reasons" of their probabilistic excelence, is exactly what they believe in.

So materialist scientists have full right to be in the same engagement, BUT, in a place like Wikiversity, which main distinction is a bright civilizing NPOV policy, there should exist NO winners, and NO predilections. All faithful here should have the same rights. So, as creationism is a faithful movement that WANTS to participate in the scientific work, thus ALSO making use of scientific supporting beliefs and raised methods, they have the right to do so AND to be so accepted, at least here. --Skytel 01:44, 11 March 2007 (UTC)

Creationist teaching materials
This seems a contentious issue, which to me centres around the following points:

 * Scientists rejected the Creationist Theory for two reasons:
 * It originated in religions that offer no proof other than personal observation (all cats produce cats, all dogs: dogs, etc.).
 * Darwin proposed an Evolutionary Theory that excluded any religious sentiment by postulating mutation and natural selection.

 * Both the Evolutionary and Creationist theories confine themselves to biological life, not science in general.

 * Both theories examine the same evidence and arrive at different conclusions:
 * Where the Evolutionist sees a common ancestor, the Creationist sees a common design.
 * Where the Evolutionist sees appendages evolving through species, the Creationist sees variation in design.
 * Where the Evolutionist sees mutation and natural selection, the Creationist sees invariant reproduction.

 * The Evolution theory explains morality, faith, and truth as a consequence of evolving intelligence, while Creation theory concludes they are inherent to the design. However, Evolutionists provide no reason for these to exist in intelligence and allow they can be engineered to suit humanist goals, while Creationists conclude it is to acknowledge the Creator and should not be tampered with.

 * Both the Evolution and Creation Theory regards Life as a product of biological construction. Neither theories explain what Life is, whether it exists independently of the body, or why it is so rare in the universe.

 * Only humans question their social order, other creatures do not question their own behaviour or try to change it. This separates intelligence into three areas:
 * the natural ability to make descisions based on our five senses,
 * deciding whether an action is acceptable or not, and
 * discovering the meaning to Life.

In the discussions here, I get the sense of an unspoken objection, veiled in technical jargon. The crux is simply that the Evolution Theory was postulated to separate belief systems from scientific enquiry and that's its prime function. It must resist all other theories that suggest otherwise. So it stands or falls based on whether Life was created, not on scientific evidence, however overwhelming it is.

Assuming that Evolution actually describes our existence, then clearly we have no Creator, so our belief in one must come from Evolution itself, and since it is scientifically verifiable, it legitimises all ideas, all thoughts, all theories which ever have and ever could be entertained. There is no other possible way we can get ideas except through the evolutionary process. Therefore, there must be a scientific explanation to moral, ethical, and religious beliefs as evolutionary products, and hence, they are all scientific and worthy of study. But accepting that the Creation Theory is a product of Evolution creates a paradox for Evolution because it rejects the notion that religions have any scientific basis, while Evolution itself actually produced them.

As the following discussions reveal, people put their trust in whatever does what they promise. Physics is evidently trustworthy, and the scientific method has produced amazing techologies, so it too is trustworthy. Not much else seems to match science in delivering the goods, so it is understandable people don't want to invest their time and effort in something they perceive as less worthwhile. (PeterMG 03:01, 6 May 2007 (UTC))

 * So I'm back into the discussion... Perhaps I'll never be able to stop... Of course scientists view all the cultural products of humankind as ultimately caused by the evolution of life on Earth. Yes, Art can be studied as a science if you mean studying the brain processes that produce it. That doesn't make Art "scientific", if you use the meaning of "scientific" I use (this one). Of course you're using another meaning, so the discussion is pointless: We both agree.

 * Historians of Art do not study Physics, and nobody goes telling them to do it because Physics is worthy of study, too. And nobody says they perceive Physics as less worthy. Science is not synonim with "studying everything" nor with "worthy", and nobody's said so. It's just an area with a good reputation, that's all. Some people disregard areas out of science? Well yes, but that's not a reason to go asking scientists to focus on topics they don't grasp nor probably like.

 * You're confused, there's no paradox. I can claim without any scientific basis that I have magical powers. There's no scientific basis in the claim because I've completely made it up. But the fact that I claimed it, is indeed undeniable, and scientific if you like. If in the future we can understand the chaotic dynamics of human interaction, behavior, and creativity, maybe we could explain scientifically why and how did Tolkien produce his fictional universe. The possibility of doing it doesn't make its universe to have scientific basis. There are no elves. And there is no Flying Spaghetti Monster. Leaving the analogies, it is absurd to say science rejects the possibility of people having religions.

 * "The crux is simply that the Evolution Theory was postulated to separate belief systems from scientific enquiry and that's its prime function." <- This is false or at least arguable in some ways. The first is from Historical perspective: Galileo was there far before Darwin. Galileo (Copernico, if you prefer) did separate belief systems from scientific enquiry. The mess is with Darwin because it's more difficult to defend Geocentrism than to convince people who haven't studied the Theory that Evolution is flawed. The second is that the guy died 125 years ago, along with his contemporaries, so your statement implies there must be some secret cabal running for more than 125 years preventing people to discover Evolution has no strong scientific basis. Nonsense.

 * "Assuming that Evolution actually describes our existence, then clearly we have no Creator," <- This is false, too. What is clear is that if we have a Creator, it didn't create everything the way your (or my) particular religion's scriptures state. The problem of Science with Creationism is their statement that the Theory of Evolution is wrong, not their statement that there is a Creator. The existence or not of an ultimate Creator is outside the scope of science, as is already explained in this page. No scientific theory can prove nor disprove it.--Jorge 14:07, 8 May 2007 (UTC)

 * Maybe I'm falling into technicalities, but you should know that natural selection was not postulated, but derived. Mutation was indeed postulated, by Darwin, but it's been explained by genetics and observed so many times it is no more a postulate. The biological similarities among species may have been what made Darwin think of a common ancestor, but it is by no way one of the facts in which the theory is scientifically based. As you well point, they could be explained by having a common design. Mutation and natural selection aren't conclusions of anything; they are plain facts.

 * About the reason of the existence of morality etc. in intelligent beings, the creationist explanation is reasonable, but not scientific. It could as well be false. There's no scientific explanation for its existence (as yet), but no scientist cares, because science doesn't base its claims on them explaining the whole universe, nor in them being intuitive. It bases them on the scientific method. Quantum Mechanics is the more confusing and unbelievable shit science has produced, but that doesn't change the results of the experimental data that confirm it.

 * I, as scientist, reject the Creationist Theory, and couldn't care less about whether it originated in religious circles for rejecting it. Scientists have scientific arguments to reject it. It is Creationists who reject science because its theories go against their belief, not the other way around. --Jorge 14:42, 8 May 2007 (UTC)

 * "About the reason of the existence of morality etc. in intelligent beings, the creationist explanation is reasonable, but not scientific. It could as well be false. There's no scientific explanation for its existence (as yet), but no scientist cares" <-- The book "Consilience" by Edward Wilson discusses the biological origins of morality. Wilson is a scientist who "cares" about such things and he makes the argument that there can easily be a scientific study of morality as a biologically-based cultural phenomenon. --JWSchmidt 16:28, 8 May 2007 (UTC)

 * (Only to point that I didn't mean a scientific explanation doesn't interest any scientific, but that not having one doesn't worry anybody because that's no reason to reject the other theories). Btw, good link, I hadn't heard anything about it. --Jorge 10:03, 10 May 2007 (UTC)

 * Thanks for the link, I had a gut feel about it, but never heard of it either. --PeterMG 16:25, 10 May 2007 (UTC)

 * "Yes, Art can be studied as a science if you mean studying the brain processes that produce it. That doesn't make Art "scientific"" <-- By your argument, studying the biological processes that produce Evolution does not make Evolution scientific. You seem to be arguing semantics here.

 * "You're confused, there's no paradox. I can claim without any scientific basis that I have magical powers. There's no scientific basis in the claim because I've completely made it up." <-- Perhaps my point was unclear. Evolution itself produced the idea God made humanity, while simultaneously denying it, that's the paradox.

 * "your statement implies there must be some secret cabal running for more than 125 years preventing people to discover Evolution has no strong scientific basis. Nonsense." <-- That's not what I wrote nor implied. The fact is Darwin's Evolution Theory excludes any religious sentiment and similar theories do the same today. The Scientific Method has undergone several revisions to include Evolution Theory as scientific, while simultaneously rejecting other theories that use the same body of evidence.

 * "Assuming that Evolution actually describes our existence, then clearly we have no Creator," <- This is false, too. What is clear is that if we have a Creator, it didn't create everything the way your (or my) particular religion's scriptures state. <-- Evolution asserts we humans are the consequence of mutation and natural selection, not the direct or indirect product of a Creator. To do so would admit a religious sentiment which it denies.

 * "The existence or not of an ultimate Creator is outside the scope of science, as is already explained in this page. No scientific theory can prove nor disprove it." <-- That depends on God, not on scientists. The question is, "Who is God?" You're assuming that created things do not identify the creator.

 * "It is Creationists who reject science because its theories go against their belief, not the other way around." "The problem of Science with Creationism is their statement that the Theory of Evolution is wrong" <-- This is my point that both look at the same evidence and draw different conclusions. In any case, the question is whether it passes the Scientific Method test, not what theories it contradicts.

I admit pushing the envelope by including intelligence in the Evolution Theory because AFAIK only the physical (mutation and natural selection) are taught in schools and the rest is ignored. My focus, however, was to provide a framework for contributors to work on, or flesh out, rather than engage in fruitless debate.

What I propose is that this topic provide material for both atheists and theists to study regarding Creationism in its religious context. This approach differs from Creationist propaganda because it covers the subject in more detail as a belief, rather than a science. Discussion centres around the causes of Creationist thinking as opposed to its repsonse to Evolution. The purpose is to identify the basis of Creationism, beyond, "The Bible says so here, here, and here" response. --PeterMG 16:25, 10 May 2007 (UTC)

The causes of Creationist thinking
I have some doubts that this approach can "provide material for both atheists and theists to study" since in my experience, creationists seldom want to subject their beliefs to an objective analysis. --JWSchmidt 04:54, 11 May 2007 (UTC)

 * I agree, which is partly why I think it should be done, although the science section may not be the best place to do it. Perhaps a project on 'Creation using the scientific method', to explore the issues might be more suitable. For example, constructing a hypothesis and testing it against known data. PeterMG 21:18, 11 May 2007 (UTC)
 * I made a similar suggestion above in, but it is not clear that this is what creationists are interested in. There is a broader phenomenon of Junk science and it might be constructive to deal with that as a whole. I think most "creation science" is junk science, but I think there can be a valid form of "creation science" that is worth sketching on a Wikiversity page in Category:Science.....I just do not see that leading where the biblical creationists want to go. --JWSchmidt 22:25, 11 May 2007 (UTC)

 * "it is not clear that this is what creationists are interested in" <-- You are correct, wherever evolution is taught, there is where creationists want creationism taught. Since, they argue, both cover the same evidence, they should both be regarded the same. The issue is that Evolution is accepted as scientific while Creationism isn't. So, creationists want Creationism listed under science because Evolution is, and the 'scientific method' objection is just a legal loop-hole to refuse. Given the above analysis is partly true, exactly what policies could Wikiversity adopt without escalating the politics? I think it is important to establish context and then content. PeterMG 07:34, 13 May 2007 (UTC)

 * I have had some significant experiences trying to teach science to creationists, not to convince them of the truth, just so that they have the knowledge, and it has never worked out well. I'd be happy to discuss it if anyone wants, but just my 2 cents.  If someone holds a "belief", it isn't likely to change.PalMD 00:59, 12 May 2007 (UTC)
 * In many cases, creationists can benefit from education about the nature of science. Maybe at What is science? we should make some learning projects that explore the historical origins of some sciences such as chemistry and astronomy. For both chemistry and astronomy there were protoscientific phases of development during which reliable scientific methods were found and pre-scientific myths were sorted from the science. --JWSchmidt 14:50, 14 May 2007 (UTC)

 * Back at high school I had a Natural Sciences' teacher who once assigned us to collect the information of the colours of the eyes of our families' members, so we could check wether it was a hereditary trait or not. When we brought our data to class, he asked us to cross out all the information we hadn't seen with our proper eyes (e.g., I had phoned my uncle to ask him about his and my cousins' eyes). We were very dissatisfied with the measure, because it meant trashing half our work or more, and it meant we probably wouldn't be able to extract any conclusion. He simply told us: "This is Science, and in Science you don't trust anyone." It was a very simple lesson, and it opened many of our minds about the nature of Science and the Scientific Method. What I want to say with this is that it is not so hard to explain... to non-fanatic children at least <:) --Jorge 20:21, 14 May 2007 (UTC)

 * Another good science lesson can come from popcorn. This is best done as part of teaching conservation of mass. Have people weigh some popcorn and then have them pop it. Have them weight the popped corn, and watch the fun begin. Many people are tempted to fudge their results because they believe that mass should have been conserved during cooking. They forget that corn pops because steam is made and water vapor escapes into the air. Its a good way to get people to think about paying attention to the data rather than what they believe the answer should be. --JWSchmidt 21:32, 14 May 2007 (UTC)

title: Science and the nonphysical


text:
Introduction to psychology/Questions one: Definition and History/1.01

The friend referred to the person studying psychology as a psychologist. A person who studies psychology is not necessarily a psychologist. A psychologist has a specific degree.


text:
Introduction to psychology/Questions one: Definition and History/1.04

Things can be learned from animal studies in psychology that apply to humans. Some studies that can be performed on animals are not ethical to perform on humans.


text:
Software project management

Software Project Management is a subset of Information Technology Project Management that deals exclusively with the development of software applications. Every application that is created follows some discernible process that can be connected to the set of steps that collectively define Software Project Management.

One of the main challenges in software project management is the balance of the "triple constraint" (scope of software, time required to implement, and development cost). Scope is the set of specific objectives that a define the problems a piece of software should address. Time required is a numeric figure that is definable based on the work needed to achieve the scope. Development cost is a monetary figure that is calculated based on the time required, as well as other planned and unforeseeable, expenses. Any of these three factors could be the most important, or there could be more than one mutually important constraint, in the context of a specific software development project. An increase, or decrease, in any of the three would have ramifications for the values of the other two. A successfully managed project will deliver the scope, while achieving time and monetary budgets.

More broadly, a project is “a temporary endeavor undertaken to create a unique product, service, or result.”(PMI) Projects have five attributes: a unique purpose or well-defined objective; a definite start and end point; develop using progressive elaboration; require resources; have a primary sponsor or customer; and involves uncertainty. Software projects have these attributes and follow the project life cycle.

A project life cycle is divided into several phases: concept: development; implementation; and close-out. In the concept phase, uncertainty is highest as the purpose of the project is defined. In the development phase, project work plans and budgets are defined. In the implementation phase, the actual work on the projects product, service or result takes place. The close out phase marks the completion of work and sponsor or customer acceptance. Software projects follow this same life cycle but have some life cycle models that are distinct from other kinds of projects.

Project management involves five process groups that integrate the phases of the project life cycle. Initiating is the first process group. It involves the concept phase of the project life cycle, but the initiating process is part of all phases of the project life cycle. Planning is the second process group and involves defining the flow of work done in the development phase, though it too extends into later project phases. Executing is the third process group and involves the coordination of people and other resources to carry out the planned work and produce the product, service or result. The executing processes span from the earliest phase of a project to the final close-out phase. Monitoring and controlling is the third process and involves issues like status reports and quality control which span all the phases of a project’s life cycle. Closing is the fifth process group and includes formal acceptance of the product, service or result by the sponsor or customer. Closing processes also include project documentation, such as closing out contracts and ‘lessons learned’ reports.

There are two unique frameworks involved in software development. They are the predictive life cycle and adaptive software development. Each one differs in their approach to the software development life cycle. The predictive life cycle favors optimization over adaptability, whereas adaptive software development is much more flexible while welcoming change.

The predictive life cycle requires that the scope of the project be clearly defined up front to include the schedule and cost of the project. A majority of time is spent clarifying the requirements of the software before anything is constructed. Because so much is invested in planning, deviations from the plan are rare. Within the predictive life cycle, there are several models such as the waterfall life cycle, the spiral life cycle, the incremental build life cycle, the prototyping life cycle, and the rapid application development (RAD) life cycle.

 * The waterfall life cycle model is the most traditional of them all. This model has a top-down, or linear, ordering to it. Normally no phase is repeated, however, there may be overlapping between the different phases if necessary. Generally, the output of each stage becomes the input for the next.

 * The spiral life cycle model differs from the linear approach associated with the waterfall life cycle in that the same set of life cycle phases are repeated. Phases such as planning, development, construction, and evaluation iterated until the final product is finished.

 * The incremental build life cycle model provides progressive development of operational software, with each release adding new capabilities. It is unique from the spiral life cycle in that it divides the product into builds, where sections of the project are created and tested separately.

 * The prototyping life cycle model involves heavy user involvement while developers generate functional requirements and physical design specifications simultaneously. A model is created that is analyzed, inspected, and tested by knowledge workers who can then offer recommendations to improve it.

 * The rapid application development (RAD) life cycle model focuses on building applications in a very short amount of time with compromises in usability, features, and/or execution speed. The emphasis on speed helps ensure that clients’ requirements do not change before the cycle is complete, as was often the case when applying the waterfall life cycle model in the past.

Adaptive software development (ASD) is a mission driven, iterative cycle that is tolerant to change. It is a good tool to use when the requirements cannot be clearly stated early in the life cycle. ASD originally grew out of rapid application development. Contrary to RAD, however, an ASD life cycle is feature based whereas RAD emphasized speed. ASD provides for continuous adaptation to the emergent state of the project. Recently, the term agile software development has become popular and is interchangeable with adaptive software development. Two of the most favored ASD life cycle models are extreme programming and Scrum.

 * Extreme programming (XP) focuses mainly on reducing the cost of change by introducing more flexible practices in day-to-day activities. Some of the values extreme programming emphasizes are communication and simplicity. Collaboration of users and programmers requires rapid communication where information needs to be distributed quickly among members of the team. XP also promotes beginning with the simplest solution and building from there. In this approach, the focus is on meting the needs of today, rather than those of tomorrow. The drawback to this is it could cause more work in the future. However, proponents of XP do not believe in spending resources for uncertain future requirements that may not be needed.

 * Scrums are similar to other life cycle models in that they use the iterative approach to address changing requirements. The difference is with a scrum, these repetitions are referred to as sprints, which normally last about thirty days. In this model, teams focus only on their discrete piece of work, while a project manager coordinates the overall body of work. One of the main priorities of a project manager is to identify and remove any obstacles that could hinder the teams’ ability to accomplish their goals. Each team, or scrum, is self-organized and is encouraged to communicate with all other teams involved on the project.

Regardless of which model one chooses, a project manager should review each phase of the cycle before continuing on to the next. The reason for this is that as a project continues, the organization usually commits more money and resources to it. Due to various factors such as compatibility with other organizational goals, potential success, and cost, it may require redirection or even termination. These review sessions by management are referred to as phase exits or kill points. This is a very important aspect of the life cycle to keep the project on track, or in worst-case scenarios, to cease work on the project.

Software Project Management is generally accomplished with the help of some specific tools and applications. To facilitate versioning in code, systems such as CVS, Subversion, or FishEye are used to checkout and combine code created concurrently by different programmers. Traditional project planning tools, such as Gantt charts and Critical Path, can be helpful in determining task order and dependence. Numerous free, shareware, mid market and enterprise project management tools are available for the software developer.

References

PMI-Project Management Institute, Inc., A Guide to the Project Management Body of Knowledge (2004), p. 5 http://www.maxwideman.com/guests/stateofart/specific.htm http://www.softwareplanner.com/se_sp_adaptive_software_mkt.asp http://www.martinfowler.com/articles/newMethodology.html http://www.computerworld.com/developmenttopics/development/story/0,10801,71151,00.html

---

I don't consider myself qualified to rewrite the article, however, I think I can contribute a few comments which could help a more qualified person improve the article. Also, I'm a pretty bad wiki editor, so I'm likely to simply not be able to properly edit this article, so IMO it's safer (for the article's content) to just add a comment. Below are my comments.

Since I don't intend to edit the article itself (just throw some pebbles in the water then let men wiser than myself get them out again :-), I didn't really check what I wrote, so whoever reads this should double-check with other sources.

 IMO, the time constraint is part of the scope. AFAIK, the three constraints are scope (functional and time), reliability and cost. What each means, in detail, is that customers usually want projects delivered with maximum functionality in the shortest possible time (scope), bug-free (reliability), and for free (budget). As long as you do no testing and bug-fixing, and employ thousands of programmers, you can maximize the fulfillment of the scope requirements, but you get a minimum of fulfillment of the reliability and budget requirements. As long as you heavily invest in testing, limit the functionality, and plan a late delivery, you can maximize the fulfillment of the reliability requirements, but minimize the fulfillment of scope and budget requirements. If you invest only little money, you have no ppl to do a reliable and feature-rich app on time, so maximizing the fulfillment of the budget requirements minimizes the fulfillment of the scope and reliability requirements. What SW prj mgmt has to do, is to reach the optimal compromise between the three constraints.

Project success is judged indeed by three criteria which are timely delivery, feature completeness and delivery within budget (for example by the chaos reports published by the standish group.) As you can see, reliability is usually not included in the evaluation criteria. This is because it is usually hidden in the feature completeness evaluation - features which are delivered but are buggy are not counted as being present. However, these are success evaluation criteria, not the constraints within which the project management process has to happen. They are of course related, but they are not the same, and optimal project management does not necessarily lead to a successful project.

A more straighforward criteria used instead of feature completeness is whether the app ever gets to be used in production, and if so, whether the end-users get along with it (which can be easily judged by the amount of work the app generates for the helpdesk). I like this criterium more - especially when using a predictive approach it is easy to miss important requirements, by simply ignoring important stakeholders in the requirements definition process, or by getting usability requirements wrong due to a wrong assessment of the end users' computer skills.

http://www.artima.com/weblogs/viewpost.jsp?thread=221622, when read with its comments, provides a good reference what software development is about - it's not just technology. Neither is SW prj mgmt. There is an organisation, which IMO has a smarter, broader approach than PMI - http://www.ipma.ch/Pages/IPMA.aspx, which should also be mentioned here. Also, I don't read a word about prince2.

Prototyping is one approach to RAD. RAD is not so much about a specific SW prj mgmt method, AFAIK, but about the techniques and technology used. You could do RAD by PMBOK or prince2, and you could also do a project based on the waterfall model also using PMBOK or prince2. Prototyping can also be viewed as being more of an adaptive technology, and not a predictive one, when the final prototype is the actual final product, and prototyping is not just used to mock up something the end user can understand.

I just read some interesting article (http://www.artima.com/weblogs/viewpost.jsp?thread=221903) about stability vs. feature richness in a programming language. An interesting idea there is that if you are going to add a feature to a language, you should add it properly from the beginning (the article is partially criticizing the brain-damaged implementation of generics in Java - something I totally agree with.) Similarly, IMO it would be a better idea to scrap this article alltogether, put all existing content into a comments/food for thought section, and place an outline with links to new topics in the article's content. Then, as time goes by, one outline item at a time could be easier completed than an article covering everything.

The department of Computer_Programming has such an outline, and I like it very much.

The outline for the SW prj mgmt department could be done by simply taking the http://www.ipma.ch/Pages/IPMA.aspx list of processes and phases - IPMA and not PMI because it seems to me the list of SW prj mgmt issues covered by IPMA is broader than that covered by any other methodology. Then, in the content section, you could simply state what each SW prj mgmt method has to say, and underline the differences between the different approaches - including the structural differences between the various methods. There's just one catch: the IPMA papers are hard to get (you must be a member to get them), and there are not many freely available resources about what they preach. However, wikiversity should be a large enough community to contain members of some national organisation affiliated with IPMA. Who knows, maybe just asking them nicely would get them to write the whole outline themselves. Then, other members would just have to fill in the stuff from other methods, and IPMA ppl could write their own stuff.

IMO, SW prj mgmt is an essential success factor for most SW projects (of course, not being the only one), and it is also a topic a lot less well understood or known than other SW development topics. So IMO it is very important to have this section filled out properly.

title: Software project management


text: Category:Philosophy of science

title: Category:Philosophy of science


text:
Light in moving media

Requisites
Relativistic addition of velocities

Refractive index

Problem
Light moves through a slowly moving medium with refractive index n. That medium moves with a speed v in parallel with the direction of light. What speed will be measured for that light by a rest observer?

Solution
If we have a medium with refractive index n, the speed of light relative to that medium is c/n.

Using relativistic addition of velocities, we get for the rest observer:

$$V=\frac{c/n+v}{1+v/nc}$$

But as $$v \ll c$$, we can expand that expression in terms of $$v/c$$:

$$V=c \frac{1/n+(v/c)}{1+(v/c)/n}$$ $$ \begin{align} V & =c \frac{1/n}{1} +c \frac{1 \cdot(1)-1/n \cdot(1/n)}{1} v/c + ... \\ & \approx \frac{c}{n} +c \left (1 - \frac{1}{n^2} \right ) v/c \\ & = \frac{c}{n} +v \left (1 - \frac{1}{n^2} \right ) \\ \end{align} $$

The factor $$\left (1 - \frac{1}{n^2} \right )$$ was known as the Fresnel drag coefficient. It is easily measured with interference experiments.

Generalization
$$v'=V+v/\Gamma^2$$

title: Light in moving media


text:
User:Chris Rojas

About Me
I lived in the Sacramento Region all of my life. I've traveled outside of the US once (a 2.5 week trip to London, Paris, and Rome. I love to get outdoors and hate to be anywhere incredibly boring.

School Life
I'm a student at Sierra College in Rocklin, CA. I've taken survey classes in Philosophy, Human Development, Teaching, Nutrition, Political Science (although this one is required), Astronomy, Law, Marketing, Sociology, and anything else that would fall under "the works", and have finally decided to stick with Business Admin (Marketing), then go for a masters in Sociology, or get into Law. I'm currently reading Wikinomics! I believe that Wikinomics is a book everyone should read and own, because it lays a foundation for the New America. We are a Representative Democracy, not a Democratic Monarchy. The politician needs to be redefined as a Marketing Major. I have just finished the Perfect Storm chapter in the book, and agree with everything it says. Change is "a-comin."

Current Classes

 * Law and Society
 * Small Business Management
 * Math D
 * Astronomy 10
 * I'm thinking about ways to take notes for each of my classes and then post them in hopes of eventually creating an accurate reference for all students in those classes. Does anyone have any recommendations for this?

Snowboarding
I've just started learning how to snowboard. I've been up to Northstar at Tahoe twice this season, and each time I've almost killed myself and everyone around me. I have a M3 Discord board with F2 Spyro bindings, and have yet to name it. Any ideas?

title: User:Chris Rojas


text:
Lunar Boom Town/Terran Tourist Transport

Tourism is likely to be a major driver of the lunar economy in many, if not most, phases of development. It will support a rich ecology of cottage manufacturers helpful in providing diverse opportunities and goods to our lunar settlers. Wise lunar entrepreneurs and investors will know how the tourist sector benefits and impacts their market sectors.

Suborbital tourism affects projections only indirectly by bringing economies of scale and venture capital to applicable space technologies. No consumables are imported from moon to support suborbital flights at Earth.

Pricing Data
2007 Flight to ISS $30MillionSpace_tourism Duration?

"Bigelow plans by 2012 to be able to house astronauts for four weeks for just under $15 million. Since launch costs are such a large part of the cost, staying up for another four weeks only costs another $3 million per astronaut."

"The plan will call for Bigelow to launch two payloads in 2010, a single payload in 2011, and quickly ramp up as clients hire the firm -- to 30 launches by 2017." How many persons per launch?

Bigelow plans.

 * http://www.spacefuture.com/archive/space_tourism_in_japan_the_growing_consensus.shtml


text:
Template:CMS

commons: :Note: Hidden content.

 * This is a register macro that might alternatively be stated as

This different method of implementation has instead a hardcoded different fixed value on and off the commons when accessed by the identical template and so allows portable template coding such as that used in, uses of and etc.

 * This tempalate is a work around for the commons not having an abbreviation that will work on it's own pages.

 * The presence here is as an aid to identical tagging of categories with parent category quick links using catlst. See w:category:Munich, and [[Category:Munich|the same on the commons]] where commons parent categories and wikipedia parent categories provide beneficial links to all. And the coding is that shown below:

 * Used by: for compatible tagging on and between sister projects, listing quick links to applicable main categories at the head of category pages. Such are way down and off (nearly) invisible on the default skin, especially in image categories on the commons, or long pages on the wikipedia's.

title: Template:CMS


text:
Template:WPTSP loose ends

It is also aliased by the redirect template:TSP loose ends
 * This template is a clean-up tag for Meta/Wikipedia WikiProject Template Sharing Project: Current Links: W:WP:TSP and Talk: W:WT:TSP.

title: Template:WPTSP loose ends


text: Category:WikiProject template sharing loose ends


text:
Talk:Programming Logic/Looping

The three examples given are good. The types of while-loops commonly used should also be shown: counter-controlled, sentinel-controlled, and flag-controlled loops. I can write this one. Pnguyen 03:50, 20 February 2007 (UTC)

title: Talk:Programming Logic/Looping


text:
Extreme Programming

Extreme Programming (XP) is an approach to projects with an eye to managing software by end users, and making sure programs fit their needs exactly.

XP focuses on people and communication, which are the true core of any programming project. Everyone needs to understand their role, and communicate with others. And the communication has to be truthful - no sugar coating or padding are allowed. This allows customers (the users) to have confidence in the information they are getting. If something is broken or behind schedule -- it gets fixed, instead of getting hidden.

Concepts
XP is the leading technology born out of the agile programming approach.

In XP, the customer, in conjunction with developers, drive the project. The first key to this is the user stories that the customer writes to describe what they want the system to do. The developers then estimate how many points (points are essentially "perfect programming days") a story will take; if the story is too many points, it should be subdivided into smaller stories. The customer then picks the most important stories with a cumulative point value smaller then the iteration point value.

For example, if we have 10 stories and each story is 5 points, we have 50 points worth of stories. 1 point represents a "perfect programming day", the day we would have if we were not interrupted by meetings and other things. Each of our iterations are 10 days, and we do 5 points of work on average over those 10 days per pair programming team. Thus, if we have 3 teams, We can handle 15 points worth of stories in this iteration, so the customer picks the 3 most important stories.

Current projects
Developing Scripts and Case Studies for cisLunarFreighter/Radio Communications/STC/implementation is an attempt to use XP in a Wikiversity Learning project.

title: Extreme Programming


text:
Talk:Drosophila Sex Determination

From more recent reading concerning sex determination in Drosophila, it has come to my attention that this wiki may be incorrect as there is a new model present for sex determination, which is referred to as the X-counting model.

An abstract may be found here: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2855772/

My point: From my understanding, the proposal of the X-counting model is an alternative to the X:A model for sex determination in Drosophila. This would make this wiki article incorrect and would require revision. If someone can look into this and see if a revision is necessary, it would be great.

Mandiilzx 21:40, 5 March 2011 (UTC).

title: Talk:Drosophila Sex Determination


text: File:Matte Painting 600 800-back.png

title: File:Matte Painting 600 800-back.png


text: File:Matte Painting 600 800.png

title: File:Matte Painting 600 800.png


text: File:Sample Matte Painting 600 800.png

title: File:Sample Matte Painting 600 800.png


text:
Filmmaking Basics/Matte Painting

Overview

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"

 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Basic info about Matte Painting

 * There are two kinds of matte painting :

 * Painted backdrops. (There are no actors visible.)
 * Extensions of the actual movie set. (There are actors are in the scene.)

 * For Wikiversity Film School, we use only the second kind of matte painting.

 * You can find lots of instructions and examples of the first method on the Internet. But we don't want that.  We want only the second kind.

 * Extend the movie set with a painting
 * At Wikiversity, we take an existing movie set and enhance the movie set by extending it beyond the physical movie set.

The history

 * Low cost movie sets
 * The oldest, the easiest, and the most fun way to save money on a movie set is with a "Matte Painting". You build a real movie set around your actors.  But the rest of the movie set is a painting.

 * This is not blue screen or green screen. Rather the actors stay inside of their real set but the outer edges where the actors do not go is painted.

Matte Painting projects

 * Art Rage Free
 * Art Rage Free is a natural painting program which is free.

 * Your assignments is to expand on the movie set of your animatic for "Seduced By The Dark Side!" using Art Rage Free (or a similar painting program.) (See below for examples.)

 * Tux Paint (free)

 * Tux paint is a fun painting program for kids.

 * Your assignments is to expand on the movie set for the scene called "Out For A Walk" which you looked at in the lesson on film dailies. You will use pre-defined templates set up for Tux Paint.  (See the example to the right.)

 * GIMP
 * Gimp allows you to cut an paste photos. Remember, don't use copyrighted photos or buildings which you do not own.

 * Photoshop
 * Photoshop works much better than GIMP. You can purchase Adobe Photoshop 4 new for very little.  Or get Photoshop 5.5 which has editedable lettering.

Assignment #2 Your second assignment can use Tux Paint This is an example of your second assignment.
 * style="width: 40%; background-color: white; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 100px;" |

A single frame from the scene   Before

Here is a simple scene as it was filmed on in the movie studio.

Notice that the edge of the movie set is incomplete. Also we need a much larger movie set so we can zoom out.

Created with Tux Paint by Tunderboy9 After

Here is the scene composited with the matte painting created in Tux Paint.

As you can see, the original movie set is still there with no modification. The only difference is the movie set has been extended out with a beautiful matte painting created by your brilliant instructor. Can you do better?
 * }

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"

 * style="width: 40%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Assignment #1

Your first assignment can use Art Rage Free, Photoshop, or Gimp

 * Completing the movie set
 * For this assignment, you need to extend the movie set created in FrameForge 3D studio. The 3D storyboards created in FrameForge 3D Studio will be used to create an animatic (which is a movie of the storyboards.)  You need to expand on the simple, blank wall that we use for the movie set.  And you need to make it larger  so the camera can zoom out.

 * Be creative
 * What you draw is whatever you want outside the area where the actors walk. There are no limits... except you must never draw over area where the actors are.

 * }

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"

 * style="width: 40%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

An Example

 * Walking to the left
 * Here is a matte painting created by Tunderboy

 * }

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"

 * style="width: 40%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Another Example

 * Walking into the sunset
 * Many students want the movie to end with the two people walking into the sunset. If you set up the camera so the actors are filmed against the pavement, you can expand the movie set to include the sunset.

 * The movie set is the pavement
 * Here the pavement acts as the movie set.

+ →  or   The actors can move within the physical movie set.

 * }

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"

 * style="width: 40%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Error

 * Unfinished movie set
 * The most important thing to remember is the actor must not go beyond the movie set. This is an error.

 * Here the actors have gone beyond the movie set. Their heads will be cut off by the matte painting.

 * The solution is to raise the camera so the actors have more time to walk. Or you can simply have the actors walk slower.

 * }

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"

 * style="width: 40%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Things to think about

 * Zoom effect
 * The reason that we are creating such a large matte painting is to create a zoom (dolly out) effect. The shot starts with the original frame.  Then the magnification is reduced until the entire matte painting fits into the size of the original frame.  This looks like a wonderful zoom of the lens but really it is just a trick of magnification using an oversized matte painting.

 * }

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"

 * style="width: 100%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Matte Painting vs. Blue Screen

 * Matte painting
 * 1) The actors can interact with their surroundings.
 * 2) No special lighting or backdrop is needed.
 * 3) Requires the building of a partial movie set.

 * Blue Screen (or Green Screen)
 * 1) The actors cannot interact with objects
 * 2) Actors must have limited colors (not blue for blue screen and not green for green screen.)
 * 3) Very difficult to do realistically because of lighting and other problems.
 * 4) Requires no movie set but requires an expensive blue or green backdrop which must be very carefully lit.

 * }

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

The next page

 * Next, look how to create a matte painting for "Seduced by the Dark Side!"

 * Matte Painting for "Seduced by the Dark Side!" [[Image:Crystal Clear action forward.png|24px]]

 * }

title: Filmmaking Basics/Matte Painting


text:
Template:Basic filmmaking:Table of contents:Creating a matte painting

Assignment #1 – using Art Rage Free or Adobe Photoshop or the free GIMP or Corel Painter:
 * {| cellpadding="4" cellspacing="0" width="500px"

 * bgcolor="LightCyan" style="border: 1px #cccccc solid;" | 1A – Matte Painting for "Seduced by the Dark Side!"
 * }

 * {| cellpadding="4" cellspacing="0" width="475px"

 * bgcolor="Cornsilk" style="border: 1px #cccccc solid;" | 1B – Building your own starter pages (optional)
 * }

Assignment #2 – using Tux Paint:

 * {| cellpadding="4" cellspacing="0" width="500px"

 * bgcolor="LightCyan" style="border: 1px #cccccc solid;" | 2A – Matte Painting for "Out For A Walk"
 * }

 * {| cellpadding="4" cellspacing="0" width="475px"

 * bgcolor="LightCyan" style="border: 1px #cccccc solid;" | 2B – Starter page sets for Tux Paint
 * }

 * {| cellpadding="4" cellspacing="0" width="450px"

 * bgcolor="Cornsilk" style="border: 1px #cccccc solid;" |2C – Building your own starter page set for Tux Paint (optional)
 * }

 * }


text: File:Sample Matte Painting 2.png

title: File:Sample Matte Painting 2.png


text: Template:WPTSP cathead

title: Template:WPTSP cathead


text:
User:Bananagirl~enwikiversity

I'm here to help out but also to develop myself and learn. I especially would like to improve my French and Italian. I wouldn't mind helping out with music as I feel that I could help, but I also could benefit. I'm a music nerd! lol

title: User:Bananagirl~enwikiversity


text: File:21 PM Task-Responsibility-Competence.png


text: File:40 Team.png

title: File:40 Team.png


text: File:50 Systemic Manager.png

title: File:50 Systemic Manager.png


text: File:85 PM Transfer.png

title: File:85 PM Transfer.png


text: User:Chrumps

title: User:Chrumps


text:
Portal:Foreign Language Learning/Participant Coordination

Welcome to the Wikiversity Language Coordination page, part of Foreign Language Learning! Users are encouraged to sign up under the languages they are interested in being involved with here.

Divisions and Departments
Divisions and Departments of the Center exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the Topic: namespace. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the Naming Conventions.

 * Brythonic Celtic Languages Division
 * English Language Division
 * French Department
 * Hebrew Language Division
 * Klingon Language Department
 * Picard Department
 * Tolkien Languages Department

Active participants
Please register interest in a language by listing the language you wish to learn or that you are able to teach and your name below. (To edit the page, click on "Edit This Page" up on the top of this page). Please also mention the level of language you already have.

Arabic

 * 1) --Christian Newman 18:12, 8 April 2011 (UTC)
 * 2) --Who Ph.D I know arabic script and pronounciation, but little meaning. That's something that I would like to learn. 11 July 2006
 * 3) --Uly 02:36, 25 September 2006 (UTC) Complete beginner, trying to learn the script.
 * 4) --User:boomthescholar I am a complete beginner. Want to learn from beginning how to read and write arabic. 13 October 2006
 * 5) --User:ninja I too am a complete beginner but am interested in learning to speak Arabic.
 * 6) --User:Forensicgeek I wish to persue an English-teaching career in Arabic countries and would like to learn the language.
 * 7) --User:Fr Bill 14 yrs in Sudan; read,write,speak fluently; taught for 3 yrs; would like practice
 * 8) --Balloonguy know script and pronounciation
 * 9) --delthobs I am a beginner also and would like to learn the language
 * 10) --danshelb I'm an utter beginner but am interested in learning, particularly the written side.
 * 11) --Taishakutin I can read and write Arabic and have it dictated to me and I have a good accent but I have a fairly poor vocabulary and rudimentary understanding of the grammar.
 * 12) --kalkilani Can read and write, good pronunciation, poor conversational skills. Moving to Egypt soon, so i need to learn now!

Breton

 * 1) --User:Luzmael Would love to learn more !

Cherokee

 * 1) --User:Diogenes Would Love to learn Cherokee, hard to find resources on the Language.
 * 2) --User:CQ Same goes for me. I'm only 3/16 Cherokee but would like to reconnect with the heritage. –Tsa-la-gi
 * 3) --User:Junesun I'd love to learn.

Chinese (Cantonese)

 * 1) --RichMac
 * 2) --Uly 02:38, 25 September 2006 (UTC) Mandarin speaker... understand some Cantonese intuitively, wishes to speak.
 * 3) --Marie Huynh speaks Cantonese with family; has limited schooling for formal vocabulary

Chinese (Mandarin)

 * 1) --Ce garcon 11:26, 18 September 2006 (UTC) Wo xiang xue Guoyu!
 * 2) --Jade Knight 06:49, 7 October 2006 (UTC) Limited conversational skills. Very interested.
 * 3) --Alexander Gerashchenko 18:04, 10 October 2006 (UTC) I want to expand my limited knowledge of Chinese.
 * 4) --godoflight 14:52, 16 October 2006 (UTC) I learn chinese in school and want to put it into practice.
 * 5) --User:Fr Bill 5 yrs in China; read, write, know all grammar, expanding vocabulary; need spoken practice
 * 6) Danaman5 06:37, 29 October 2006 (UTC) I study Chinese at my university and have been to China. I would say I have an Intermediate, bordering on advanced level of learning, and would be happy to learn more or teach what I already know to others.
 * 7) --Taishakutin I have an intermediate grasp of Mandarin Chinese and can write around 2500 characters. My pronunciation is OK, though my tones need more work. Happy to practise with people online by webchat. Currently residing in Beijing, China.
 * 8) --Maxibons I know some basic Mandarin but I'd love to become fluent eventually, so I'd love to learn as soon as possible! I'm going to China next Summer and I want to be able to speak at least a bit of Mandarin.

Cornish

 * 1) --User:Luzmael I am very interested.

Elvish (Quenya (High-elven) and Sindarin (Grey-elven))

 * Please add your name at the Elvish stream.

English

 * 1) --Javier José Moreno Tovar18

Esperanto

 * 1) --Balloonguy 20:14, 22 August 2006 (UTC) Know some basic grammer.
 * 2) arttic00 i'm willing to learn
 * 3) craasnibooi- i would like to speak Esperanto

French

 * Please add your name at the French Stream.

Gaelic

 * 1) --Soulaegis 14:42, 10 April 2006 (UTC)
 * 2) --Limetom 06:48, 23 July 2006 (UTC) I'd like to learn Irish, but I have no clue where to start.
 * 3) --DakeDesu 16:11, 2nd August 2006 (MST) I wouldn't mind knowing my roots.
 * 4) --Mathboy965 17:14, 19 October 2006 (UTC) Would like to learn Irish. It just sounds really cool.
 * 5) -- Door 23:21, 22 October 2006 (UTC) I can speak Irish fairly well. Slightly interested in teaching.
 * 6) -- ptal89 7:27, 1 November 2006 (EST) I would really like to learn Irish. The college I'm planning to attend doesn't have the course.
 * 7) --Fluffysockmonster 06:56, 12 May 2007 (UTC)I would LOVE to learn gaelic, but none of the universities I would consider going to here in Australia teach it
 * 8) --User:Scorpio 6:00 PM IST March 18, 2011. Would love to learn all Gaelic languages. I like learning foreign languages.
 * 9) --EmmaMacD789 10:59, 14 November (UTC) Very interested in Gaelic and foreign languages as a whole.

Georgian

 * 1) --Malafaya 16:49, 4 October 2006 (UTC) - Very beginner stage.

German
see German stream

Greek

 * 1) --Alexander Gerashchenko 18:04, 10 October 2006 (UTC) I know how to read the letters (as well as their combinations), but my knowledge of Greek grammar and vocabulary is very small.
 * 2) --CQ 08:53, 8 June 2007 (UTC) - I use an Interlinear Greek New Testament as a core for Bible study.
 * 3) --Nanda7I know all alphabets.But nothing about pronunciation and grammar.But I am very much interested to learn.

Hebrew

 * Please add your name at the Hebrew Stream if you are interested in learning Hebrew.

Hindi

 * 1) --User:DivePeak 17:25 Monday 25 of September 2006 (gmt +12:00) Want to travel to India and would love to know some Hindi before I go.

Icelandic

 * 1) --Orpheo 12:49, 12 September 2006 (UTC) Begginer. Taking some really basic online lessons.
 * 2) --MNrykein 00:49, 10 June 2011 (UTC) -- Very basic beginner. Read the WikiBooks book and taking basic online lessons.
 * 3) --EmmaMacD789 10:58, 14 November (UTC) Beginner. Looking through some basic online lessons.

Italian

 * 1) --Uly 02:36, 25 September 2006 (UTC) False beginner. Speaks French and able to understand some Italian even though I never learned it.
 * 2) --Mathboy965 17:12, 19 October 2006 (UTC) Speak Spanish and able to understand some Italian.
 * 3) --JoNNY 18:58, 26 October 2006 (UTC) I have a friend whose family speaks Italian, I've studied a bit of the main latin-based languages, and can understand Spanish the best.
 * 4) NewBeginning 06:05, 30 October 2006 (UTC) I'm somewhat interested in this language, but I know nothing about it. I speak English and am in my second year of French (at my high school).

Japanese
See the Japanese topic page.

Korean

 * 1) --Ce garcon 11:26, 18 September 2006 (UTC) Got fairly good basic Korean! neomu neomu kongbu sipeoyo! I really want to learn!
 * 2) --Enni84 22 September 2006 - Understand the basics, but lacking in vocabulary and grammar patterns
 * 3) --MyUsername 13:52, 22 September 2006 (UTC) Complete beginner.
 * 4) --Uly 02:36, 25 September 2006 (UTC) Beginner, just learnt the hangul (but still shaky). Speaks Chinese and Japanese.

Latin

 * 1) --User:Skyler 18:19, 11 June 2008 (Central Time) I REALLY want to know Latin. I have a book and know some basic pronounciation rules and some words but VERY few.
 * 2) --Balloonguy 20:14, 22 August 2006 (UTC) complete beginner.
 * 3) --Uly 02:36, 25 September 2006 (UTC) Never studied but can guess-read some. Speaks French.
 * 4) --Jade Knight 06:52, 7 October 2006 (UTC)Very limited knowledge; was given a few weeks on it in a French class. Speak French.
 * 5) --Alexander Gerashchenko 18:04, 10 October 2006 (UTC) "Advanced beginner"
 * 6) --Absynthe 06:24, 26 October 2006 (UTC) Two years of it in high school, but that was so many decades ago.
 * 7) --JonJon 19:01, 26 October 2006 (UTC) I know a little bit about latin from studying latin-based languages and from opera-rock ballads and ancient hymns
 * 8) --Dante 05:01, 28 October 2006 (UTC)
 * 9) NewBeginning 06:00, 30 October 2006 (UTC) Total beginner, know English (obviously) and am learning French (in high school, 2nd year).
 * 10) --Dlhel 05:20, 28 March 2007 (UTC) Two years of it in jr high, but decades ago. Speak French and Spanish.
 * 11) --Wiki of One 11:32, 4 September 2007 (UTC) Mostly a beginner with a little French.
 * 12) --Basekid 19:50, 22 November 2007 (GST + 12) No previous knowledge. Know Dutch and English
 * 13) --Ketaikeon 16:52, 8 March 2009 (UTC) Is currently in 5th year of Latin (Latin IV); has completed the Ecce
 * 14) --Joejill67 07:57, 29 January 2010 (UTC) I am a complete beginner.

Lojban

 * 1) --Orpheo 12:49, 12 September 2006 (UTC) Just started basic lessons.

Luganda

 * 1) --KKinene I would like to improve my Luganda and to help create a Luganda Department in the Foreign language Department.

Norman

 * 1) --Jade Knight 07:00, 7 October 2006 (UTC) Can read Norman fairly proficiently. Very limited writing skills, almost no speaking ability.  I'm particularly interested in Jersey Norman (Jèrriais).  Proficient in French.

Pitcairnese

 * 1) --User:Skyler 18:22, 11 June 2008 (central time) I nearly desperatley want to learn it but there isn't anything out there to help. On the rare occasion that there's a website with some words/phrases, there aren't many words and there isn't any pronouncation key(s). There, also, are never any explanations on grammer or anything.
 * Have you looked at Pitkern? There's also a Wikipedia in Norfolk/Pitkern.  It may be worthwhile to head there and ask if anyone's willing to come over here and teach you.  The Jade Knight 16:51, 3 September 2008 (UTC)

Quechua

 * 1) --Elnole 17:16, 28 October 2006 (UTC) I only know grammar, basics and some vocabulary. I want to become fluent.
 * 2) --Luzmael 07:54, 30 November 2007 (UTC) Working on it !

Romanian

 * 1) --Opiaterein 18:04, 3 May 2007 (UTC) Started learning a month or two ago. Good with the basics, but would like to continue learning more advanced grammar, etc.

Róng (Lepcha)

 * 1) --Otvm 17:15, 14 July 2018 (UTC) I have been looking at various resources, and I would like to learn more, but the amount of resources is so limited.

Russian

 * 1) --Jack30491 05:11, 26 September 2006 (PST) KNow alphabet but would like to become fluent.
 * 2) Xlbnushk 17:55, 28 October 2006 (UTC) -- I was born in Russia, but haven't used the language much at all since I left. I could get it back up and running fairly quickly if there were somebody with whom I could converse at my waning level...
 * 3) craasnibooi I know three words, thats it. However, I have friends who are native speakers, and I'd like to impress them when they come back in the Fall.
 * 4) Zim 16:15, 27 May 2007 (UTC) I know practically nothing about the Russian language, but I would like to learn it, since I travel a lot.
 * 5) --User:cyojoe 2:40, 8 August 2007 (PST) Complete beginner.
 * 6) --User:Levtchenkov 12:29, 18 April 2008 (PST) Hi I am from Russia and I am fluent in Russian, I am also quite interested in linguistics, I want to contribute to the learning project and perhaps write some articles on it, if anyone is interested in the same thing please let me know, we can coordinate.
 * 7) --JosepVirgili 18:34, 9 November 2010 (UTC) Hi I'm from Catolonia but currently living in the United Kingdom. I've just begun to learn Russian and I would like to become more fluent.

Spanish

 * Please add your name at the Spanish Stream if you are interested in Spanish.
 * Also, you can check the old list of participants.

Sanskrit

 * 1) --Uly 02:36, 25 September 2006 (UTC) Studied the basics before but forgot nearly everything due to inpractice. Knows the script but not very proficient.

Swahili

 * 1) --Jggouvea] 14:43, 31 October 2006 (UTC) absolute beginner.

Tamazight

 * 1) --user:Isis_pt I only know a couple of words because my boyfriend is Amazigh. I'd like to learn the language. 02 Sept 2007

Tibetan

 * 1) --B9 hummingbird hovering
 * 2) walterdzog - Walter Perez - Caracas - Venezuela -  learning to use this tool and interested in learning tibetan, mainly for appreciating more the practice texts and also Dzogchen texts, very promising and interesting initiative.
 * 3) Karma_Dorje
 * 4) Chozang: I am very interested by this project!
 * 5) PalmdaleHermit: I have been amazed by the Dalia Lama for many years and as such I would like to learn Tibetan to perhaps help in some small way to preserve their legacy to mankind.
 * 6) User:Rousse: I'm learning Classical Tibetan already but would like to progress with the colloquial language too.
 * 7) AkataraRyo: I am also very interested in learning!
 * 8) PFStevenson32: I am also very interesting in learning Tibetan. Thanks!
 * 9) Pawo-pawo: very beginner. Only writing alphabet and little reading

Ukrainian

 * 1) --Alexander Gerashchenko 18:04, 10 October 2006 (UTC) I can understand Ukrainian, but I am far from being perfect in speaking it.

Vietnamese

 * 1) Brett Johnston: I'm learning this language.

Welsh

 * 1) --Jade Knight 06:55, 7 October 2006 (UTC) Conversational (in theory; I've never spoken the language with a native), but with difficulty.
 * 2) --Fluffysockmonster 06:59, 12 May 2007 (UTC)Would like to learn welsh
 * 3) --User:Luzmael I am very interested.

Experienced Participants
If you can help others learn a language, describe your language abilties below:

Arabic

 * 1) -- 212.123.21.178 I am ready to write 30 modules Classical Arabic Language Course. Classical Arabic is vocabulary and grammar used by Quran, The Holy Book of Islam.
 * 2) --User: Fr Bill 14 yrs in Sudan; fluent in reading,writing,speaking; taught 3 yrs; need practice speaking

Bosnian

 * 1) --Ђорђе Д. Божовић 23:17, 11 November 2005 (UTC) (native speaker, but I recommend to others not to start learning Bosnian, but Serbian or Croatian first, because knowing Serbian or Croatian means that you also know Bosnian very well. That's a friendly and teacher's advice. See this page for further information on the Serbian-Croatian-Bosnian languages relation)

Croatian

 * 1) --Ђорђе Д. Божовић 23:17, 11 November 2005 (UTC) (native speaker)

Danish

 * 1) --Anders Hjortshøj, native speaker. Contact at: anders.malle@gmail.com

Elvish (Quenya (High-elven) and Sindarin (Grey-elven))

 * Please add your name at the Elvish stream.

French

 * Please add your name at the French Stream if you are interested in French.

Hebrew

 * Please add your name at the Hebrew Stream if you are interested in teaching Hebrew.

Icelandic

 * 1) --BiT I'm a native speaker of icelandic, and I'm ready to help anyone with any problem in icelandic as far as my skills can carry me. (Native speaker)

Italian

 * 1) --Elistir talk 13:13, 22 October 2006 (UTC) Native speaker.
 * 2) --NSPossum 21:16 25 April 2007 (UTC) I have a profound interest of foreign (primarily european) languages. I have studied Italian for four years and I am furthering my studies of Italian at University. I will contribute what I have learned to Wikiversity.
 * 3) --Isis_pt 02 September 2007 Learning new languages is a hobby. Learned italian until intermediate level and am now living in Italy. I can also speak english, french, german, spanish (basic) and portuguese (native). Should someone need help, just get in touch!

Japanese
See the Japanese topic page.

Klingon

 * 1) --Jonathan Webley I'm a non-native speaker of this constructed language, but learning fast.

Latin

 * 1) --Jason Fossella 03:19, 26 March 2013 (UTC) Quasi-native speaker (started when I was 8, so that's as close as it comes). Doctoral candidate in medieval history.
 * 2) --George D. Bozovic talk 23:43, 25 March 2006 (UTC) Non-native speaker. :) However, still learning some more advanced areas of the language.
 * 3) --Limetom 06:43, 23 July 2006 (UTC) Non-native speaker (who is?) Four years of near college-level courses.  Willing to help when I can.

Norwegian

 * 1) --Slaattnes I am a native speaker of norwegian, and fluent in English.

Picard

 * 1) --Géo Leplubo (native speaker)

Polish

 * 1) --Rowan 15:17, 07-10-2006 - Native speaker of both Polish and English (bilingual), hence willing to help with either.

Portuguese

 * 1) --Malafaya 16:52, 4 October 2006 (UTC) - Standard/European Portuguese native speaker.
 * 2) --AwenStormFool 17:14, 06 October 2006 (UTC) - Native lusophonic, a professional writer in this language. I am also very fluent in English and have basic knowledge in other European languages.

Romanian

 * 1) --Alexandru Dan Mândru - Native speaker of Romanian with basic knowledge of educational studies; German - intermmediate, English - advanced.

Russian

 * 1) --Alexander Gerashchenko 18:04, 10 October 2006 (UTC) Native speaker.

Serbian

 * 1) --Ђорђе Д. Божовић 23:17, 11 November 2005 (UTC) (native speaker. See Serbian Language Textbook)

Serbo-Croatian

 * 1) --Ђорђе Д. Божовић 23:17, 11 November 2005 (UTC) (native speaker. Here's some advice: Knowing Serbo-Croatian language would mean that you know Serbian, Croatian, and Bosnian, too, because those are not different languages, but one single language which is called in four different ways. Some small differences really exist between these languages, but Serbo-Croatian covers all the variants, and it is the most of all recommended for learning. See Serbo-Croatian Textbook and Introduction to Serbo-Croatian for further information about these languages and their "differences".)

Spanish

 * Please add your name at the Spanish Stream if you are interested in Spanish.
 * Also, you can check the old list of participants.

Wikibooks On Foreign Languages

 * See b:Subject:Languages for listings of these.

 * French
 * French

 * German
 * German Language Textbook is very nice-looking and is good for learning German.
 * Bite-sized lessons for German is a new approach for those who easily feel overwhelmed with regular textbooks. Some lessons are ready, more contributions needed.

 * Greek
 * Modern Greek provides lessons in Greek as it is spoken today. The old course is accessible but presently being re-worked, help would be appreciated. Meanwhile, a new kind of introduction to the Greek alphabet is already more than half-way complete.

 * Japanese
 * Japanese After multiple rewrites of this book, the better half of a year has seen steady progress stitching together the patches left by several teams of contributors. The current state is poor, and improvements are slowing as current contributors are faced with the limits of their own Japanese abilities. There are several modules on specific grammatical terms and a number of vocabulary lists. A list of grammar points roughly for JLPT4 (N5) has been compiled but not ordered into a lesson plan. Experienced hands welcomed. --Swift 11:35, 24 February 2009 (UTC)

 * Klingon
 * Klingon is very much incomplete, but a start nevertheless..

 * Korean
 * Korean is wikibook with some of the basics of the language, but still seriously lacking in good lessons etc.

 * Persian
 * If you go to the Persian Wikibook, you will find the first 21 lessons in a course for learning Persian language. When you click on the words written in Persian, using ashampoo, it is possible to hear how the word is pronounced. This is a start to learning the language, but a tutor's support is recommended.

 * Portuguese
 * Here is the Portuguese Language Wikibook. There is a comprehensive series of chapters on particular grammar points, as well as a partially completed language learning course.

 * Russian
 * Russian Wikibook

 * Serbian/Serbo-Croatian
 * Learning this beautiful South Slavic language would open the whole spectrum of opportunities for learning other Slavic languages, such as Russian, Polish, Bulgarian, Slovenian, Czech, etc. The Serbian Wikibook offers an introduction to the language, a grammar of the language, and many lessons and text for reading and practicing Serbian/Serbo-Croatian.

 * Spanish
 * Spanish is a beautiful language with an intuitive system of orthography and conjugation. The Spanish Wikibook offers an introduction and lessons to the language.

 * Tagalog
 * The Tagalog Wikibook is being developed. We need your input on exercises, your questions, your ideas on what you want to learn! Written in part by a native speaker, with audio clips and pronounciation help on the way. We will be your textbook and your teacher!