text:
Java Programming/Integer variables

As part of this lesson, there are going to be some small programs, partly to illustrate some important aspects of programming in Java and partly to give you, the student, some opportunities to incrementally improve your understanding of the language.

Printing Integers in Java
In much the same way that you created the HelloWorld.java file in the previous lesson, create a file Integer0.java with the following contents.

If you have been reading Introduction to Programming, then you might recognize that this statement int i = 1; creates a memory location of type "int", giving it the name i - it declares the variable i. It then goes and stores the value 1 in that location, a process known as assignment, where the single equal sign character is the Java operator telling the computer to assign the value on the right to the variable on the left.

The second statement is a variation on what was in the Hello World program from the previous lesson. System.out.println is a piece of code that causes whatever is inside the parentheses to be printed.

In the case of the Hello World program, what is inside the parentheses is a string literal. A string literal is a sequence of characters between a pair of quotation marks (""). In the program above, what you see is a string expression. The plus sign (+) is an addition operator when operands are numbers but if either operand is a string then it becomes a concatenation operator that glues the operands together into a single string. If one of the operands is not a string, then it attempts to create a string with a text representation of the given value.

Note that a string expression can be arbitrarily long. For example: "The area of the figure is " + area + " square centimeters" and "The volume of a cube with a radius of " + radius + " meters is " + volume + " cubic meters." are both valid examples of string expressions (assuming that the variables used are properly declared).

It should be reasonably obvious what the output of the program will be. Now save and compile the file (javac Integer0.java) and then run it (java Integer0). Did you get what you expected to see?

System.out.println is an important construct in Java programs for producing visible results. What would be the point of a program that ran calculations and didn't share the results?

A special note about programming exercises
In order to be able to program effectively, it is necessary to understand what a program is telling the computer to do. One source of errors in computer programs is that what the programmer thought and what he wrote is not always the same. When you look at a piece of code, ask yourself three questions:

 * What does this code actually do?
 * What did the programmer want it to do?
 * What is the program supposed to do?

Very often, the three answers will be identical. All too frequently, though, they are not.

Integer Variable Types
As was mentioned in Introduction to Programming, Java has five different sizes of integers.

What does it really mean, though, when we say that the largest value that can be stored in a byte is 127? Type the code shown below into a file called Integer1.java.

What do you expect the value of i + 1 to be? Compile and run it.

This is an example of a condition known as an overflow - where the result of a calculation exceeds the ability of the allocated memory location to be able to store it.

Now try this program. What do you think will happen?

This just goes to show that you can't fool the computer - it knows that 32768 is too large to store in a variable of type short.

Now try the code shown below. Before you compile it, think about the statement short s = i;. We are asking the computer to take the value from a four byte int and store it in a two byte short. What is the computer going to do? As you can see, the computer is not going to assume that you know what you are doing. In order to assign an int value to a short variable, you have to use a cast. In the corrected version of the program, shown below, the sequence (short) tells the compiler that, whatever the next value is, change it to a short. What are you going to get for output?

Now compile and run it. Do the results match your expectations? The lesson here is that, while you can use a cast to reassure the computer that you know what you're doing, you actually do have to know what you're doing if you want to get the results that you are expecting.

Integer Literals
While there are five types of integer variables, there are only three types of integer literals - int, long and char.

An ordinary looking integer literal such as 27 is a four byte int. What if you want to use literals bigger than 2147483647, the largest possible value for a four byte int?

To turn an integer literal into an eight byte long, all you have to do is add an upper or lower case 'L' to the end. 27 is an int, but 27l or 27L is the same value as an eight byte long. Note that, while the lower case l is allowed, it is far too easy to confuse it with the numeral 1 and so it is strongly recommended that the upper case L be used for long literals.

Sometimes, people find it useful to express literals in octal or  hexadecimal.

A numeric literal with an extra leading numeral 0 is treated as an octal value. For example, the number 27, given as an octal literal, would be 033. The octal literal for 0 is 00. The largest possible positive int, in octal would be 017777777777.

A numeric literal with the leading characters 0x or 0X is treated as a hexadecimal value. The compiler ignores the case of the characters in the literal and so 0xAbc, 0Xabc and 0xABC all have the same value (2748 decimal). The hexadecimal literal for 0 is 0x0. The largest possible positive int, in hexadecimal would be 0x7fffffff

Character Literals
In Introduction to Programming, it was mentioned that some languages handle text characters as a type of integer and, as you can see from the table of Java integer types (above), Java is one of those languages.

public class Integer4 {   public static void main(String[] arguments) {       short i = 'A'; System.out.println("i is " + i); i += 1;

char a = (char) i;       System.out.println("A + 1 is " + a); } }

Think about this program before you run it. What do you think the output will be? There will be two lines of output and the second line will be the easier than the first. Now go ahead and run it.

Why 65? All text including characters and character strings in Java are represented using a system known as Unicode.

Why B and not 66? The short answer is that println knows that char is not a standard integer type and automatically converts the output to the character with the appropriate Unicode character code. Whether or not your computer can correctly display a given character may depend on the specific character, the operating system of the computer and on what fonts are installed.

 * Reading: Unicode (Wikipedia article)
 * Reference: Code Charts (directory of PDF reference documentation)

If you look at the Unicode chart for Basic Latin, you will see that the code for an upper case letter 'A' from the Latin alphabet is 0x0041 which is the hexadecimal representation of 65.

You can see that Unicode supports a tremendous variety of characters from many different languages. In theory, a properly written Java program could support a wide variety of languages.

Integer Expressions
The real power of computers is in manipulating information, not just storing it. With integers, most calculations are performed in integer expressions - a sequence of values and operators that produce integers as a final result.

The Basics
As in pretty much every programming language, Java supports the use of parentheses in expressions. As in math, operators inside parentheses are evaluated before operators outside of them. The use of parenthesis to improve the readability of expressions is strongly encouraged. Everyone who programs in Java might know the rules of precedence, but forcing folks to think through them in a complex expression is just asking for trouble.

The most commonly used operators are for the four standard operations addition, subtraction, multiplication and division - plus the assignment operator.

Multiplication is represented by a single asterisk character (*) and division by a single slash character (/). Among these five, they have the highest precedence in that they are evaluated before any addition, subtraction or assignment operators. They associate left-to-right so that in the expression a * b / c the multiplication would be evaluated first.

Addition (+) and subtraction (-) have the next highest precedence and also associates left-to-right.

Assignment (=) has the lowest precedence. Unlike the others, it associates right-to-left. The result of an assignment operation is the value being assigned - i.e. the value on the right side of the equal sign.

Type In Expressions
Consider these declarations: byte a = 1 short b = 2; char c = 3 int d = 4; long e = 5;

What would be the type of a + b? b + c? a + b + c? a + b + c + d? a + b + c + d + e?

For most numeric operators, if both operands are integer types other than long then result is always an int. If either operator is a long then the result is a long. Any value in an expression that is a smaller type than the result is first converted to the larger type in a process known as a widening conversion.

So all of the expressions above are ints except a + b + c + d + e which is a long.

Integer Division
What is the value of 1 / 2? The type of the result is int (both operands are int literals). In Java, the result of an integer division is truncated, i.e. the largest integer value that is less than or equal to the actual value. So 1 / 2 is 0.

Exercise 1
Consider the evaluation of the expression at the bottom of this code.

int a = 1; int b = 2; int c = 4;

a = b = a * b / c + 1;

What order are the operators evaluated in? What are the final values of the three variables?

Click here for the answer

Increment and Decrement
In computer programming, it is very common to need to add one to, or subtract one from, a variable. It is so common that the designers of the C programming language created operators that did nothing else. The character sequence ++ (two adjacent plus signs) is the increment operator and the sequence -- (two adjacent minus signs) is the decrement operator.

If you were to run this code: int i = 1; i++; System.out.println("i = " + i); It would produce the output i = 2.

The increment and decrement operators are unary operators in that they only have one operand. Also, that operand must be a variable and not a literal. 2++ is an illegal construct - you can't increment the integer 2.

How does the compiler decide which variable is attached to an increment operator? Let's look at the expression i ++ j. In fact, it doesn't matter because increment operators aren't like regular operators, you can't put them between two variables because they take only one operand. To the compiler, i ++ j is no better than i j which is illegal.

Now look at the following code: int i = 1; int j = 2; int k = i+++j; System.out.println ("i = " + i); System.out.println ("j = " + j); System.out.println ("k = " + k);

What will it print? In order to figure that out, you have to know what the compiler is going to do with three adjacent plus signs. In this case, as it is examining i +++ j, it sees the variable i and it knows that an increment operator could go there, so it takes the first two plus signs as an increment operator and the final plus sign as an addition operator.

We still don't know what that means for this expression.

Prefix vs Postfix
It turns out that ++i (prefix increment) and i++ (postfix increment) do not have exactly the same meaning.

Within the context of a larger expression such as i +++ j, a prefix operators are executed before the statement as a whole is evaluated. Postfix operators are evaluated after the statement as a whole is evaluated. So int k = i +++ j; is the same as int k = i + j; i++;

One last detail. The value of i++ is the value of the variable i, not the variable itself, so the expression i++++, with two increment operators would be illegal.

Exercise 2
Now go back to the code above and determine what was printed.

For extra credit, change the declaration of k to be int k = i ++ + ++ j;. What does it print now?

Answer

One Final Note About Increment and Decrement
Using prefix/postfix operators, it is quite easy to implement some cute little tricks that are satisfyingly terse. In fact, many programmers take great pride in just how terse they can make their code.

This attitude is a big, fat mistake. Terse code is harder to read, harder to understand, harder to fix and more likely to contain defects. Unless you are infallibly omniscient, it is best to avoid writing any code that might be considered terse. In particular, avoid any expression involving increment/decrement operator where prefix or postfix would matter. Better yet, do not use one of these operators in any expression more complicated than the operator and the variable.

Compound Assignment Operators
It turns out to be fairly common need to operate on the value of a variable and then assign the result of the operation back to that same variable, as shown here: i = i + 1; j = j * 5;

The designers of the C language decided to create a class of operators to take care of this need. Every binary numeric operator in Java has a corresponding compound assignment operator which is a character sequence containing the operator with an equal sign appended. So the expression i += 1; is the same as i = i + 1;.

Increment and decrement are not binary operators and so they do not have a compound assignment form.

A Special Note About Type
The expression below requires a cast because the right hand operand of the assignment operator is an expression, that evaluates to int by default. short i = 2; i = i + 2;

Review of Concepts From This Lesson

 * declaration - the process of allocating a location in memory and giving it a name
 * assignment - the process of storing a value in a location in memory
 * overflow - when a computed value becomes too large to store in an intended memory location

 * string literal - A sequence of text characters contained in a pair of quotation characters ("")
 * concatenation operator - the plus sign (+) when used in a string expression
 * string expression - a string literal or two string expressions joined by a concatenation operator

 * Unicode - the universal system of character codes used by the Java Virtual Machine

 * prefix operator - the operator is evaluated before the remainder of the expression containing it
 * postfix operator - the operator is evaluated after the remainder of the expression containing it

title: Java Programming/Integer variables


text:
Talk:Statics

Architecture has a whole word of Statics. I've helped a friend of mine who's studying architecture with his first and second course of Physics: It has very little to do with what it's thaught to us in the Physics degree. A whole and interesting world.

All this is to say that nobody should delete it. We should go through the Architecture school to see if they have material on this yet. --Jorge 16:54, 3 February 2007 (UTC)

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

title: Talk:Statics


text:
Talk:Physics teaching

So... they are paying a lot, and nearly everybody pass? How come it is the most prestigious technical university? --Jorge 17:02, 3 February 2007 (UTC)

title: Talk:Physics teaching


text:
Talk:Special relativity (MIT)

I've got a question about Special Relativity in my user page. Thanks --Jorge 17:17, 3 February 2007 (UTC)

title: Talk:Special relativity (MIT)


text: File:French Vocabulary - Good-bye.ogg

title: File:French Vocabulary - Good-bye.ogg


text: File:French Vocabulary - Introductions.ogg


text: File:French Vocabulary - How are you?.ogg


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User talk:Kitame

Penpal Project
Does a penpal project interest you at all?Elatanatari 23:56, 29 June 2007 (UTC)

Image:French Vocabulary - Introductions.ogg
Please provide license information for this file.
 * also: Image:French Vocabulary - How are you?.ogg--JWSchmidt 17:24, 18 August 2007 (UTC)

Image copyright problems

 * Your currently affected uploads are listed below. For each, please provide a license template and source. Thanks. – Mike.lifeguard | @en.wb 23:43, 13 February 2008 (UTC)

 * 2007-02-03 18:52, Kitame: French Vocabulary - Good-bye.ogg: untagged! ; 1 (1)
 * 2007-02-03 18:53, Kitame: French Vocabulary - Introductions.ogg: untagged! ; 1 (1)
 * 2007-02-03 18:53, Kitame: French Vocabulary - How are you?.ogg: untagged! ; 1 (1)

French Mentoring
Salut, Kitame. You are listed at the French stream as being a native French speaker interested in teaching French. The French Mentoring project has recently been launched, and if you would be willing to add your name to that list, I will make sure you are put in contact with appropriate students who would like to learn from you. The Jade Knight (d'viser) 09:32, 4 November 2008 (UTC)

Copyright problem with Image:French Vocabulary - Introductions.ogg

 * Ok, I've add the appropriate things. Is everything alright now? --Kitame 18:38, 20 July 2009 (UTC)
 * seems to be correct.Thanks.Crochet.david 18:59, 20 July 2009 (UTC)

title: User talk:Kitame


text:
User talk:Neurondev

Good work
Hi Neurondev, and thanks for all the good work you're putting in on Wikiversity. :-) I just came here to comment on something you'd written that I stumbled across here: "Take the time to learn the material (if you aren't already an expert) and share (but do not COPY) it with others on Wikiversity through this course." Are you suggesting people can't people copy material here on Wikiversity? One of the ways I see for expanding learning material is by allowing people to copy existing material, modifying it, and then saving it on another page, thereby producing a derivative work (or "fork") - which is explicitly allowed in the GFDL licence. I see this as potentially productive and liberating. Don't you? Cormaggio talk 11:07, 18 November 2007 (UTC)

 * Cormaggio, I responded to this comment on your talk page. I was refering to copying material from external sources. -Neurondev 71.214.51.139 05:01, 19 November 2007 (UTC)

 * Thanks Neurondev - yes, you're absolutely right that it's both wrong and illegal to copy large chunks of someone else's material - except for the standard scholarly practice of quoting. I had thought you were referring to material that is already on Wikiversity - which is free to be copied, modified, etc. Sorry for the misunderstanding - and continue the good work. :-) Cormaggio talk 12:43, 19 November 2007 (UTC)

Image copyright problem with Image:Vt ic.jpg
Thanks for uploading Image:Vt ic.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. mikeu 00:36, 27 December 2007 (UTC)

Thanks for uploading this image. Could you please add license info to the file that you uploaded. Contact me if you need help doing this. You might also want to take a look at Template:Information which is a form that allows for detailed identification of the image so that it can be used by others. I'm also curious what the chip is.--mikeu 00:36, 27 December 2007 (UTC)

title: User talk:Neurondev


text:
User:Geirmag

 * PhD in Computer Scence from Norwegian University of Science and Technology
 * Working in Sun Microsystems

title: User:Geirmag


text: Category:Radio

title: Category:Radio


text: Category:Amateur radio

title: Category:Amateur radio


text:
Dynamic programming

In computer science, dynamic programming is a method of solving problems exhibiting the properties of overlapping subproblems and optimal substructure that takes much less time than naïve methods.

The term was originally used in the 1940s by Richard Bellman to describe the process of solving problems where one needs to find the best decisions one after another. By 1953, he had refined this to the modern meaning. The field was founded as a systems analysis and engineering topic which is recognized by the IEEE.

The word "programming" in "dynamic programming" has no particular connection to computer programming at all. A program is, instead, the plan for action that is produced. For instance, a finalized schedule of events at an exhibition is sometimes called a program. Programming, in this sense, is finding an acceptable plan of action.

Algorithms that use dynamic programming

 * Many string algorithms including longest common subsequence
 * The Cocke-Younger-Kasami (CYK) algorithm which determines whether and how a given string can be generated by a given context-free grammar
 * The use of transposition tables and refutation tables in computer chess
 * The Viterbi algorithm (used for hidden Markov models)
 * The Earley algorithm (a type of chart parser)
 * The Needleman-Wunsch and other sequence alignment algorithms used in bioinformatics
 * Levenshtein distance (edit distance)
 * Floyd's All-Pairs shortest path algorithm
 * Optimizing the order for chain matrix multiplication
 * Subset Sum algorithm
 * knapsack problem
 * The dynamic time warping algorithm for computing the global distance between two time series
 * The Selinger (a.k.a System R) algorithm for relational database query optimization
 * De Boor algorithm for evaluating B-spline curves
 * Duckworth-Lewis method for resolving the problem when games of cricket are interrupted
 * The Value Iteration method for solving Markov_decision_processes

title: Dynamic programming


text:
Bioinformatics

Bioinformatics and computational biology involve the use of techniques including applied mathematics, informatics, statistics, computer science, artificial intelligence, chemistry and biochemistry to solve biological problems usually on the molecular level. Research in computational biology often overlaps with systems biology. Major research efforts in the field include sequence alignment, gene finding, genome assembly, protein structure alignment, protein structure prediction, prediction of gene expression and protein-protein interactions, and the modeling of evolution.

The terms bioinformatics and computational biology are often used interchangeably. However bioinformatics more properly refers to the creation and advancement of algorithms, computational and statistical techniques, and theory to solve formal and practical problems posed by or inspired from the management and analysis of biological data. Computational biology, on the other hand, refers to hypothesis-driven investigation of a specific biological problem using computers, carried out with experimental and simulated data, with the primary goal of discovery and the advancement of biological knowledge. A similar distinction is made by National Institutes of Health in their working definitions of Bioinformatics and Computational Biology, where it is further emphasized that there is a tight coupling of developments and knowledge between the more hypothesis-driven research in computational biology and technique-driven research in bioinformatics. Computational biology also includes lesser known but equally important subdisciplines such as computational biochemistry and computational biophysics.

A common thread in projects in bioinformatics and computational biology is the use of mathematical tools to extract useful information from data produced by high-throughput biological techniques such as genome sequencing. A representative problem in bioinformatics is the assembly of high-quality genome sequences from fragmentary "shotgun" DNA sequencing. Other common problems include the study of gene regulation using data from microarrays or mass spectrometry.

Prerequisite
To understand Bioinformatics it is necessary to know basic computer operation and  Molecular Biology. For advanced study it may be necessary to know some Mathematics, Computer Administration, and Computer Programming

Learning materials and learning projects

 * How to access the genome databases

Sequence alignment exercises

 * Dot-matrix_methods

Reference

 * Bioinformatics

Scientific Journals
Journals found at Directory of Open Access Journals

Open Access Bioinformatics Online Courses

 * EMBL-EBI Train Online e-learning Portal
 * SIB online courses
 * NCBI tutorials

Open Access Journals

 * EURASIP Journal on Bioinformatics and Systems Biology
 * Advances in Bioinformatics
 * BMC Bioinformatics
 * Advances and Applications in Bioinformatics and Chemistry
 * Evolutionary Bioinformatics
 * In Silico Biology
 * International Journal of Biometrics and Bioinformatics
 * International Journal of Integrative Biology
 * Journal of Proteomics & Bioinformatics
 * The Open Bioinformatics Journal
 * Proteome Science
 * Theoretical Biology and Medical Modelling
 * Türk Biyokimya Dergisi (Turkish Journal of Biochemistry)

Hybrid Access Journals

 * Bioinformatics

title: Bioinformatics


text:
User:Thesoultrumpet

AANE

 Escuela de Gestalt Transpersonal y Terapias complementarias

Inscripto en el Ministerio de Educación. Superintendencia Nacional de Enseñanza Privada Nro. 14862. Ley Nro. 13.047 Decreto Nro. 40471/47 Personería Jurídica Nro. 001685

Intensivos
· Masoterapia · Reflexología · Shiatsu · Drenaje Linfático · Flores de Bach · Auriculoterapia · Diagnóstico por el Iris

Carreras Cortas
· Maestría en Reiki · Profesorado de Armonización Corporal y Gestalt · Terapeuta Transpersonal · Terapeuta en Medicinas Alternativas · Terapeuta Gestáltico · Terapias Manuales Integradas

Carreras
Sicólogo Holístico®

Cursos a distancia
Ud. puede realizar los cursos de nuestra Institución que no estén regidos bajo el sistema presencial, recibiendo todo el material de estudio vía e-mail, desde cualquier lugar del mundo.

Cursos Cortos
· Niveles de Reiki · Masoterapia · Flores de Bach · Reflexología · Drenaje Linfático · Shiatsu · Aromaterapia · Fitoterapia · Auriculoterapia · Diagnóstico por el Iris

La Asociación brinda Becas Parciales y Totales en el Curso o Carrera de su interés para el año 2006. Participe y Gane.

ABIERTA LA INSCRIPCION 2009
PSICOLOGO HOLISTICO®

“La fusión de la Escuela Gestáltica, la Escuela Transpersonal, la Escuela corporal y todos los recursos de las medicinas complementarias, integrando mente, cuerpo y espíritu en un sistema único y de avanzada”

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8 meses

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Para mas informacion visite aqui
Pagina Principal de AANE

title: User:Thesoultrumpet


text:
Category:IRC

Content development group: Topic:IRC

title: Category:IRC


text:
Template:Questions

Questions
Leave any question here.

title: Template:Questions


text:
Constitutional and International Law Papers

Welcome to our site. This is a collaborative project in the philosophy of law. Our aim is to examine some of the foundational questions about constitutional law and international law. Our hope is that a comparison between the two will enable us to see some of the problems in both modern constitutions and the systems of both private and public international law. One of the great accomplishments of the modern period has a been a dramatic improvement in the rule of the law. More and more, in various states with differing cultures and histories, the idea of the rule of law has come to govern the actual practice of institutions within the state. At the same time, the idea of the rule of law serves as an ideal that regulates the evolution of law within those states. In many ways, the contemporary system of international law that governs the relations between states faces a number of problems. By drawing a comparison between constitutional law and international law we propose to examine some of the weaknesses of international law and to make suggestions for dealing with the problems we face in strengthening the rule of law at the international level.

Our proposal is to write a book that is modelled on the Federalist Papers. Famously, this set of papers examine the philosophical reasons for adopting a federal constitution that was designed with the features that we now, to some degree, take for granted in the United States of America. The papers identified specific problems that the American people faced immediately after the Revolutionary War. By the end of the 1780's, representatives from a number of states had come to the conclusion that the original Articles of Confederation was insufficient to regulate the relations between the states. For example, it did not provide a sufficient basis for forming a national union, it did not protect against the unwarranted influence of factions in the operation of government, it did not provide a sufficient basis for the protection of the rights of individuals, minorities and the people as as whole and it did not provide a means for taxation to raise revenue or for providing for a national defense.

The book will have two parts. The first part will examine proposals for making both minor and major revisions to the Constitution of the United States. Much has changed in the time between the framing of the Constitution and the the present day. Many amendments have been made--after ratification with the addition of the bill of rights, after the civil war with the provisions for equality under law, and during the early part of the 20th century with the granting of the right to vote for women. In recent decades, however, fewer amendments have been suggested. We intend to examine the major problems that the framers of the constitution faced and to reflect on the way in which the design of the constitution was intended to deal with these problems. Next, we will ask whether or not the problems we face at the beginning of the 21st century are different from those faced by the framers of the constitution. After sorting through some of these problems, we will consider suggestions for improving the constitutional framework of our country.

Courses in the philosophy of law:
 * Northern Arizona University/Philosophy of Law

Wikibooks on Constitutional and International Law:
 * Northern Arizona University/Philosophy of Law/Wikibook


text:
User:Rayc/Youtube

This is a sample for the hunters and gather's project. I take a random topic, search for it on you tube and return with a video that could be useful for the topic. The videos are being stored here as to not spam the topic pages, and to deal with legal concerns about the videos

Machinima

 * Halo 2 How to make Machinima Part 1

Art

 * How to make a web comic

Politics

 * [That other video]

Topic:Project Management

 * Software Project Management in 15 Minutes Part 1-abridged book as ad for book
 * Software Project Management in 15 Minutes Part 2-abridged book as ad for book

Topic:Euclidean Geometry

 * Formulas From Geometry - Part 1- video tutor series, released either as advertisement for professional math tutoring or illegally

Topic:Web Design

 * Dare To Be Different-Business & Web Design Marketing Tips -unknown source

Topic:Acids and bases

 * Chemistry: Section 2 - looks like a teacher made these and posted them, or their students did

Topic:Private Pilot License

 * GFT Private Pilot License - ad for a company on the benefits of Private Pilot License

Topic:Java

 * Java GUI Tutorial - Text, Images, Music, Buttons, TextFields - Young kid's Java tutorial

Topic:Mechanical Engineering

 * Video Game in Mechanical Engineering Education - ad for a course in mechanical engineering

Topic:Craft Arts

 * ceramic - 4 part demonstration on making a ceramic pot

Topic:Torah

 * Weekly Torah Lesson: Genesis - part of a series from "Universal Torah Network"

title: User:Rayc/Youtube


text:
Topic talk:Radio

Broadcasting
Should Radio come in under a Broadcasting School or a Division. We may not need a Broadcasting anything for a while, but it's something to ponder. I asked the same question at Media Studies. CQ 23:38, 3 February 2007 (UTC)

title: Topic talk:Radio


text:
Talk:Beginner Japanese/Kanji

Learning Kanji
The Japanese Proficiency test is not a good example of a test to track skill with kanji. Ability to recognize kanji, select kanji and read words that included kanji is required but ability to write kanji is not tested at all. Also kanji is only one of the aspects covered. For kanji specifically the Kanji Kantei is much more approprate. http://en.wikipedia.org/wiki/Kanji_kentei

I would suggest this being part of later lessons rather than an introduction. Kanji are far harder to learn in my opinion, I can barely remember the one they showed me in school for eternity. --ArchabacteriaNematoda 03:23, 12 July 2009 (UTC)

Oh, this page definitely needs some work. Kanji is the hardest part to learn.--StalinUpstaged 10:55, 4 November 2009 (UTC)

JPLT section needs updating: there are now 5 levels, and the jouyou kanji has 2136 characters. I agree kanji is hard, but its the most important part, learning it while the language is still new will prevent having to reassociate vocabulary already learned in hiragana. DMcPhed 00:58, 27 June 2011 (UTC)

title: Talk:Beginner Japanese/Kanji


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Northern Arizona University/Philosophy of Law

PHI 357: Law and Philosophy

Professor: Jeffrey Downard

Department of Philosophy

Northern Arizona University

Current semester

Syllabus, reading list, and assignments

Handouts Spring 2010

Projects

/Research Projects Spring 2010/

Previous Semesters

/2008/

Help using the wiki page

For those who are new to the Wikipedia page, some explanations of the site and tutorials are available to help you figure out how the system works.

Quick Guide to Editing a Wiki

Extended Cheat Sheet for Editing a Wiki

Sandbox


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User talk:Jbd8

Articles in main space
Hello, and welcome to Wikiversity!

I noticed that you've started to create some content at Wikiversity for your course. You have created a page, Research Journals, which I believe you want as a part of your course materials as a reference page. However, you've inadvertendly created it in the main Wikiversity namespace, when I think it would be more appropriate to have it as a "subpage" of your project.

To create such subpages, simply preface your pagetitle with a "/". So, "/Research Journals" would be the right name for the above page. This keeps your course material logically organized in a bundle.

If this was your intention, please leave me a note on my User talk:Historybuff page. And I hope you enjoy your time at Wikiversity! Historybuff 01:01, 21 February 2007 (UTC)

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User:Srobinso

Biography According to the Stanford Philosophy Enclyapedia Renee Descartes was born on March 31, 1596 in La Haye France, to Juachim Descartes and Jeanne Brochard. He had two siblings and two half siblings. His father was a Lawyer and did not spend much time with his family. His mother died from tuberculosis when he was a year old. His grandmother raised him and his bother Pierre and sister Jeanne. The boy was susceptible to illness and coddled for example, allowed him to sleep until noon. He was sent to the Jesuit College at la Fleche in Anjou sometime between the ages of six to ten. Here, he again slept late most days. Descartes believed that he did his best thinking in bed and often to advantage of this time for reflection. He invented analytical geometry connecting algebra with geometry. The lines we use on maps are known as Cartesian coordinates. When he was 33, he relocated to Holland because of its religious tolerance. In 1595 he moved to Sweden to tutor the Queen. He died a year later from pneumonia.

Decartes Scratch Page

Decartes Scratch Page

Descartes  Historical Introduction to Philosophy

Rene’ Descartes France b.1596 d.1660

title: User:Srobinso


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Descartes/Srobinso

Rene’ Descartes France (1596-1650) Essay by User:Srbinso

Biography of Descartes
According to the Stanford Philosophy Enclyapedia Renee Descartes was born on March 31, 1596 in La Haye France, to Juachim Descartes and Jeanne Brochard. He had two siblings and two half siblings. His father was a Lawyer and did not spend much time with his family. His mother died from tuberculosis when he was a year old. His grandmother raised him and his bother Pierre and sister Jeanne. The boy was susceptible to illness and coddled for example, allowed him to sleep until noon. He was sent to the Jesuit College at la Fleche in Anjou sometime between the ages of six to ten. Here, he again slept late most days. Descartes believed that he did his best thinking in bed and often to advantage of this time for reflection. He invented analytical geometry connecting algebra with geometry. The lines we use on maps are known as Cartesian coordinates. When he was 33, he relocated to Holland because of its religious tolerance. In 1649 he moved to Sweden to tutor the Queen. He died a year later from pneumonia.

Descartes was a leading figure in the scientific revolution of the 17th century. He helped shape the “new science” or the worldview that the universe was a heliocentric system, meaning that the sun not earth and humans were at the center of the universe. Also, that the world could be explained using reason and mathematical specifically geometric equations.

Descartes used a method of doubt to find undisputable truth and explain how the universe worked. In order to accomplish this he must define knowledge. He relates knowledge to a tree with the roots being the foundation, physics the trunk and the branches are ethics as well as the other sciences. He believed that, if he doubted something even once, it could not be 100% certain. On the night of November 10, 1619, alone in a room with no distractions he sat in front of the fire to begin his famous search for the truth. He cast aside his beliefs by using a method of doubt. In order to get to the Truth he must cast doubt on his opinions and their foundations. This method had four rules. First, he suggested that the search proceed slowly and meticulously. This could be accomplished by breaking the parts of each supposed truth into small parts then rebuilding with 100% certain knowledge. He acknowledges that what he knows about the world before his great quest came from his senses. He was also aware of the fact that our senses can deceive us and give us false information. He argued that an evil demon must be the deceiver and this miline gienie can even chase us in our dreams.

The Meditations
In the first meditation, Descartes refers to much of the information contained in his discourse of method. By way of self analysis he comes to the conclusion that he has a soul. He says “I will doubt not only what is obviously false, but what is even slightly doubtful.” He looks at his hands and realizes that they must be his and the he would be crazy not to think so. He admits that the fives senses can deceive man. He casts away his former onions and asserts that he will doubt anything and everything he knows.

Descartes’s famous cogito ergo sum argument is the main focus of the second meditation. He asserts that what he sees is not to be trusted, his memory is suspect, he has no body, and no senses. So, what is he? Descartes then asserts he must exist and that some heinous demon must be deceiving him by way of the senses. Enter the “I think therefore I am.” How can he doubt that he exists, after all, he does think. He explains the “I” by using wax as an example. He studies a candle noting its size, shape, sound… next he heats the candle in the fire observing then change after it melts. He concludes that the candle has changed but that the wax is the same. This knowledge he believes is innate, something we can only get to by intellect. The third meditation contains his argument proving the existence of god. The argument is weak, but accepted by many. Descartes asserts that ideas are like atoms, they crash together when we are thinking. He proves god’s existence by saying that god is a perfect being, and that humans are imperfect. An imperfect being cannot create a perfect being therefore god is real. Descartes uses the next two meditation s to reaffirm this argument.

In the sixth meditation Descartes addresses the mind body problem. Asserting again, that the senses cannot be trusted with absolute certainty. He also concludes that he is a thinking being, and that his mind is not extended. He asserts that the body is extended, meaning that it takes up space thus separating the mind from the body. He reasons that there must be something outside of the mind and body that causes sense perception. This something Descartes concludes is god. For God is good and would not deceive poor little man. Descartes moves to explains true understanding. He does this, using mathematical examples. If a square has four sides humans can understand the concept of a square. On the other hand if 10,000 demons are standing in a room, humans must use imagination. Imagination is not an essential property of the mind so again god must have something to do with human perception. Descartes is to this day a great influence for many thinkers.

title: Descartes/Srobinso


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Managerial Economics

Managerial Economics refers to the application of economic theory and the tools of decision science to examine how an organisation can achieve its aims or objectives most efficiently.

Managerial decision-making problems arise in an organisation when they seek to achieve some objective subject to constraints. For example, a telecommunication company may try to provide its service to as many customers as possible at the lowest possible cost. A hotel may seek to rent its room to the maximum tourists with limitations on its physical resources and budget. A university may aim to provide education to as many students as possible subject to the physical and financial constraints it faces.

Managerial Economics is a link between two disciplines, which are management and economics. The management discipline focuses on a number of principles that aid the decision-making process of organizations. On the other hand, economics is related to the optimum allocation of limited resources for attaining the set objectives of organizations.

The development of managerial economics is attributed to the close relationship that exists between management and economics (Brickley, Smith, & Zimmerman, 2015). For example, management requires a great deal of economic analysis in the carrying out of evaluations aimed at establishing the demand, cost, competition, and profit associated with certain goods and services (Brickley et al., 2015). On the other hand, management plays a significant role in guaranteeing that all challenges that may arise, particularly in the handling of employees are adequately addressed (Brickley et al., 2015). Thus, the combination of these two aspects of business results in managerial economics, which comprises of managerial theories and economic theories aimed at guaranteeing the development of a sustainable business environment (Brickley et al., 2015). The concept behind managerial economics is best elaborated by Spencer and Siegelman, who defined it as “the integration of economic theory with business practice for the purpose of facilitating decision making and planning by management” (Brickley et al., 2015).

Managerial economics meets its objectives by integrating diverse economic aspects such as microeconomics and macroeconomics. The study of microeconomics is aimed at understanding what influences specific business patterns at the regional level and is designed around studying the actions of firms and individual consumers (Brickley et al., 2015). Macroeconomics is centred on analysing the structure, performance, and the behaviour of the economy as a whole (Brickley et al., 2015). Managerial economics incorporates microeconomic principles to implement specific theories and techniques aimed at improving management decisions. Compared to macroeconomics, microeconomics has limited applications in managerial economics due to its limited scope (Brickley et al., 2015). This is because macroeconomics analyses aggregate indicators such as the unemployment rate and the GDP to provide a vast understanding of the factors that are influencing the general economy (Brickley et al., 2015).

The incorporation of microeconomics in managerial economics is influenced by the fact that they both advocate the need to utilise quantitative methods in evaluating economic data. By utilising quantitative analysing methods, it becomes possible to warrant that the human and financial resources required to manage a particular business effectively are allocated efficiently (Froeb, McCann, & Ward, 2015). On the other hand, the use of macroeconomics in managerial economics is based on its ability to provide a broader scope on the economy's overall condition. The information acquired using macroeconomics is what governments utilise in the establishment of policies aimed at enhancing an economy (Froeb et al., 2015).

Even though managerial economics is comprised of numerous functions, it's primary function is effective decision-making. This is attained by taking courses of actions that warrant that every challenge is addressed using the most suitable option derived from two or more alternatives (Froeb et al., 2015). The need to take the best course of action is influenced by the fact that in spite of the numerous roles an organisation plays, its responsibility to its shareholders is that the available resources are utilised in the best way post to warrant profitability (Froeb et al., 2015). Microeconomics and macroeconomics have played a significant role in the study of managerial economics. However, economists are far from fully understanding managerial economics with studies of managerial economics continuing today (Froeb et al., 2015). In addition to micro and macroeconomics, capital management, profit management, and demand analysis and forecasting are also considered to be covered under the scope of managerial economics (Froeb et al., 2015). Based on the evaluation provided, it is inevitable to note the significant role managerial economics has in warranting managerial challenges are handled in the manner possible using diverse economic concepts and decision science techniques.

Objectives
Application of economic analysis to business decision-making & organisation: basic economic tools, business objectives, demand analysis; pricing policies & competitive strategies, cost & production analysis, market structure, decision-making under uncertainty, capital budgeting & investment analysis.

After completing this course, you should be able to:
 * Apply decision and game theoretic models to management decisions.
 * Understand and incorporate knowledge from empirical economic studies.
 * Research and synthesise information to create new knowledge.
 * Critically evaluate economic advice.
 * Write professional company reports.
 * Work collaboratively with others in large unorganised groups towards a common objective.

Course outline

 * 1) Consumer decision making
 * 2) Demand estimation
 * 3) Managerial decision making
 * 4) Firm boundaries
 * 5) Competition and market structure
 * 6) Pricing
 * 7) Personnel Economics
 * 8) Organisational Structure
 * 9) Information Economy
 * 10) Economics of advertising
 * 11) Investment and innovation
 * 12) Data Science, research, and insights

title: Managerial Economics


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Business Law

'''Commercial law or business law is the body of law which governs business and commerce and is often considered to be a branch of civil law and deals both with issues of private law and public law. Commercial law regulates corporate contracts, hiring practices, and the manufacture and sales of consumer goods. Many countries have adopted civil codes which contain comprehensive statements of their commercial law. In the United States, commercial law is the province of both the Congress under its power to regulate interstate commerce, and the states under their police power. Efforts have been made to create a unified body of commercial law in the US: the most successful of these attempts has resulted in the general adoption of the Uniform Commercial Code.'''

Business Law is also known as Commercial law or corporate law, is the body of law that applies to the rights, relations, and conduct of persons and businesses engaged in commerce, merchandising, trade, and sales. It is often considered to be a branch of civil law and deals with issues of both private law and public law. The word ‘Law’ has been derived from the Teutonic word ‘Lag, which means ‘definite’. On this basis Law can be defined as a definite rule of conduct and human relations. It also means a uniform rule of conduct which is applicable equally to all the people of the State. Law prescribes and regulates general conditions of human activity in the state.

Various regulatory schemes control how commerce is conducted, privacy laws, safety laws (i.e. OSHA in the United States) food and drug laws are some examples.

Formation
Usually a contract forms when one person makes an offer and another person accepts it by performing the offer's terms or communicating their approval. Furthermore, if the terms are certain, and the two people can be presumed from their behavior and actions to have intended that the terms are binding, then the agreement is (generally) enforceable.

Some contracts, for example, the sale of land, or other particularly large transactions, also require the formalities of signatures and witnesses (sometimes in the form of a deed). English Contract Law requires all people, known as ‘parties’, to bring something of value, known as ‘consideration’, to a bargain as a precondition to enforce it.

Content of a Contract
The terms in a contractual agreement are incorporated through definitive promises by reference to other terms or through a course of dealing between two people. English Contract Law allows plenty of freedom for people to agree the terms and content of a deal.

Contract Law is at its best when an agreement is performed and resorting to the courts is never needed because each party knows their rights and duties (for example, a shareholder agreement).

Wikibooks

 * US Corporate Law

Wikipedia

 * Commercial law
 * Uniform Commercial Code
 * List of business law topics
 * Corporate law
 * Financial regulation
 * Property law

External

 * Why Study Business Law?

title: Business Law


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User:Mu301/Learning blog/2007-02

February 2007

 * The Systemic project now includes a wiki at 207.111.201.70  At the request of one of the admins there I created a Wikiversity stub article that points to the Observational astronomy/Extrasolar planet page here.--mikeu 01:44, 4 February 2007 (UTC)

title: User:Mu301/Learning blog/2007-02


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Construction management

Construction management refers either to the study and practice of the managerial and technological aspects of the construction industry (including construction, construction science, construction management, and construction technology), or to a business model where one party to a construction contract serves as a construction consultant, providing both design and construction advice.

Learning workspace and discussion
Suppose we wanted to create a real world construction project the wiki way. How would this work? How would safety be implemented? Suppose we crowd-funded the project. How would everyone be paid?

How would the design of the project be decided upon? Could tools be created to collaboratively design a project?

Suppose we wanted to collaboratively hire consultants in order to make sure the ground we wanted to build the project on would support the building. How would we go about doing this?

How could the project be collaboratively managed within the frame work of existing legal codes?

Resources

 * Submittals

title: Construction management


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User:Theqmage

 * My info at English Wikipedia
 * My info at Finnish Wikipedia (in Finnish)
 * Feeniks-koulu (Phoenix School) A private alternative, democratic school in Finland I started in 2005
 * More about Democratic Education at AERO website

title: User:Theqmage


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Green building

Green building or bioclimatic building is the practice of increasing the efficiency with which buildings and their sites use and harvest energy, water, and materials, and reducing building impacts on human health and the environment, through better siting, design, construction, operation, maintenance, and removal — the complete building life cycle.

Green building is also sometimes known as "sustainable building" or "environmental building", although there are slight differences in the definitions. The practice of green building can lead to benefits including reduced operating costs by increasing productivity and using less energy and water, improved public and occupant health due to improved indoor air quality, and reduced environmental impacts by, for example, lessening storm water runoff and the heat island effect.

Green building is an essential component of the related concepts of sustainable design, sustainable development and general sustainability.

Practitioners of green building often seek to achieve not only ecological but aesthetic harmony between a structure and its surrounding natural and built environment. The appearance and style of sustainable homes and buildings can be nearly indistinguishable from their less sustainable counter-parts.

Green design often emphasizes taking advantage of renewable energy and resources, e.g., using sunlight through passive solar, active solar, and photovoltaic techniques and using plants and trees through green roofs, rain gardens, and for reduction of rainwater run-off. Many other techniques, such as using packed gravel for parking lots instead of concrete or asphalt to enhance replenishment of ground water, are used as well.

United States
The U.S. Green Building Council has developed definitions of what constitutes sustainable design of green buildings through the Leadership in Energy and Environmental Design or LEED ((R) USGBC) green building rating system. USGBC has attracted over 7,000 organizations as members to date. The U.S. Green Building Council maintains a list of state and local green building programs and initiatives in the U.S.

The Green Building Initiative [10] is a non-profit network of building industry leaders committed to bringing green to mainstream residential and commercial construction. The GBI believes in building approaches that are environmentally progressive, but also practical and affordable for builders to implement. The GBI has developed an easy to use, inexpensive and ANSI standard web-based rating tool called Green Globes.

The United States Environmental Protection Agency's EnergyStar program rates commercial buildings for energy efficiency and provides EnergyStar qualifications for new homes that meet their standards for energy efficient building design.

In 2005, Washington became the first state in the U.S. to enact green building legislation. According to the law, all major public agency facilities with a floor area exceeding 5,000 square feet (465 m²), including state funded school buildings, are required to meet or exceed LEED standards in construction or renovation. The projected benefits from such a law are

 * 20% annual savings in energy costs
 * 20% reduction in water costs
 * 38% reduction in waste water production
 * 22% reduction in construction waste

Research projects

 * General room orientation in house construction
 * Hydraulic_tables_and_chairs_design

Resources

 * United States Environmental Protection Agency
 * European Environment Agency — EEA

title: Green building


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Histology/Slide Preparation

The purpose of dynamic histology is to examine tissue structures at the microscopic level in order to understand their physiological and anatomical functions. For example, if a patient is undergoing a biopsy, the doctor cannot just look at the lump of extracted tissue and decide whether it is cancerous (malignant) or benign (non-malignant). The tissue must be fixed, sliced into very thin sections to be properly mounted, stained, and finally examined via light or electron microscopy. Tissues are generally sectioned in slices 5 to 10 micrometers thick, although thinner slices are required for examination with a transmission or scanning electron microscope. A typical cell is about 10 micrometers thick, so this size of section will usually allow a layer that is only one cell thick.

As one can imagine, it would not be easy to take a piece of fresh tissue and cut it this thin. Imagine trying to slice a chicken breast - even with a very fine razor blade, the tissue is too soft to allow for even cutting.

The most common process for deriving sections is by embedding the tissue in paraffin wax and sectioning it on a microtome, a mechanical apparatus onto which a sharp blade is mounted to section the hard tissue. Although similar processes are employed to prepare tissue sections for both electron and light microscopy, different chemical products are used.

Fixing
The first step of processing the tissue is to "fix" it. The fixation step for light microscopy is usually done by immersing the tissue in formalin for several hours to several days. The fixation step keeps the tissue from decomposing or being ruined by bacteria and enzymatic activity. Alternatively, the subject could be perfused with the fixative chemicals, in which case the fixation process would be carried out more effectively, namely for subsequent electron microscopy analysis.

There is also another type of fixation called cryofixation, which relies on the use of liquid nitrogen, at a temperature of about -196 degrees Celsius. As the name implies, the tissue section is frozen in order to prevent tissue breakdown by enzymatic activity. Brain tissue, for example, will start decomposing via proteolysis about thirty minutes following death due to the release of proteases from lysosomes.

Dehydrating
The ultimate goal is to get the tissue immersed in wax, and to have all the water in the tissue displaced by wax. The water in the tissue needs to be removed first. The dehydration step is done with successively stronger concentrations of ethyl alcohol.

Clearing
Alcohol will not mix with wax, therefore a clearing step replaces the alcohol in the tissue with a clearing agent, typically xylene, which will mix with the wax.

Penetration
The tissue is then put into a warm paraffin wax bath for several hours. The paraffin can now enter the tissue and each individual cell. The entire piece of tissue is filled with the warm wax.

Embedding
The tissue is finally put into a block of wax. The block of wax gives the tissue support and shape for the next step - cutting.

Concepts Quiz
Refer to Wikipedia histology articles to answer the following questions:

Fixation

 * 1) What are the main purposes of fixation?
 * 2) What is the difference between autolysis and putrefaction?
 * 3) List the properties of an ideal fixative:
 * 4) What percentage of formalin is routinely used in histology?
 * 5) What percentage of formaldehyde is used to make it?
 * 6) Primary fixatives contain __________ __________, while compound fixatives contain ____________.
 * 7) What two fixatives are used for electron microscopy (EM)?
 * 8) Fixative used should be _____ times the volume of tissue to be fixed.
 * 9) The rate of fixation is affected by what four variables?
 * 10) How do fixatives prevent autolysis and putrefaction?
 * 11) How to fixatives harden tissue?
 * 12) One way to slow down autolysis is with temperature. Circle the following true statements.
 * 13) Cold (2-8°C) slows down / speeds up autolysis
 * 14) Warm (37°C) slows down / speeds up autolysis
 * 15) Hot (57°C) slows down / speeds up autolysis
 * 16) Autolysis affects complex organs such as the ___________ and the __________ more rapidly than other tissues.
 * 17) Explain the phenomenon of coagulation of tissue proteins.
 * 18) Explain cross-linking of tissue proteins.
 * 19) State the advantages, the disadvantages, and the main uses of the following fixatives:
 * 20) Formalin
 * 21) Acetic Acid
 * 22) Picric Acid
 * 23) Alcohol (ethanol)
 * 24) Gluteraldehyde
 * 25) Mercuric Chloride
 * 26) Potassium Dichromate
 * 27) Osmium Tetroxide
 * 28) Zenker’s Fluid
 * 29) Helly’s Fluid
 * 30) Bouin's Fluid
 * 31) Carnoy's Fluid

Formalin Pigment
Done by Dr. Vulstan James Shedura (BSc MLT; IMTU University)
 * 1) What does it look like? [It looks like birefringent in polarized light]
 * 2) What is the reason for it? [Due to oxidation of formalin to para-formaldehyde at cold environment; and oxidation of formalin to formic acid at room temperature leading to formation of formalin precipitates called"formalin pigments" which are artifact pigments]
 * 3) How do you prevent it? [Can be prevented by two mechanisms, removing formic acid produced in formalin, and removing of hydrogen ions from formalin solution. This can be achieved by the addition of marble chips(calcium carbonate) to formalin solutions which will tend to react with formic acid produced by oxidation of formalin to form a neutral solution, by using phosphate buffer or Neutral buffered formalin that will tend to remove excess hydrogen ions and balances the pH of the formalin solution and by passing the formalin solution through the mixed bed of iron exchange resins that will tend to remove both formate and hydrogen ions and thus maintaining a neutral formalin solution with which will bring not the formation of formalin pigments to the formalin fixed tissue.
 * 4) How do you remove it? [Remove the formalin pigment to the tissue by treatment of the tissue with saturated-alcoholic aqueous solution of picric acid]

Para-Formaldehyde

 * 1) What does it look like?
 * 2) How do you remove it?

Mercury Pigment

 * 1) What does it look like?
 * 2) How do you remove it?

Chrome Pigment

 * 1) What does it look like?
 * 2) How do you remove it?

Picrates

 * 1) What does it look like?
 * 2) How do you remove it?

Dehydration

 * 1) What is the purpose of dehydration?
 * 2) What is the most common method of dehydration?
 * 3) How do you treat delicate tissues differently?
 * 4) List the six main dehydrating agents.
 * 5) Why would one not want to just use 100% alcohol to begin dehydration with?
 * 6) In the last jar of alcohol, you can add _______________________ to absorb any water that is left.

Clearing

 * 1) What is the purpose of clearing the tissue that will be examined under the microscope?
 * 2) State the advantages and disadvantages of the following substances, which are commonly used as clearing agents:
 * 3) Xylene
 * 4) Toluene
 * 5) Benzene
 * 6) Cedarwood Oil
 * 7) Chloroform

Impregnation

 * 1) What are the two functions of wax impregnation?
 * 2) What are the two advantages of vacuum impregnation?
 * 3) The most common melting point of wax used is ______ to ______ °C.
 * 4) Circle the correct answer: Harder wax has a higher / lower melting point.
 * 5) The consistency of solidified embedding material should be the same as that of the _____________.
 * 6) State the advantages, the disadvantages, and the main uses of the following substances, which are commonly used as embedding material:
 * 7) Paraffin Wax
 * 8) Cellulose Nitrate
 * 9) Synthetic Resins
 * 10) Freeze-Dry
 * 11) Gelatin
 * 12) Ester Wax
 * 13) Water Soluble Wax

Embedding

 * 1) How does one orient the following specimens when embedding:
 * 2) Hairy or Calcified edges?
 * 3) Multiple sections?
 * 4) Tissues with lumens?
 * 5) Tissues with a long and short edge?
 * 6) Muscle tissue?
 * 7) What three main advantages do automatic tissue processors confer?
 * 8) The fixative most often used on bone is a substance known as ___________________.

Decalcification

 * 1) Decalcifying fluid should be _________ to _________ times the volume of the tissue.
 * 2) What are the advantages, the disadvantages, the average time of use, and the fluid concentration for the following decalcification agents:
 * 3) Nitric Acid
 * 4) Formic Acid
 * 5) TCA (trichloracetic acid)
 * 6) EDTA (ethylenediaminetetraacetic acid)
 * 7) What temperature is generally used for decalcification?
 * 8) How is the temperature maintained?
 * 9) What are the two tests employed to see if decalcification is complete?
 * 10) What are the three steps for the chemical test for decalcification?
 * 11) What should be done if the final solution is cloudy?
 * 12) What should be done if the final solution is clear?

Microtomy

 * 1) The usual thickness of sections for microtomy is approximately ________ micrometers (µm).
 * 2) What are the advantages and disadvantages of the following microtomes? Is one required to use a knife or does the block move along the microtome?
 * 3) Rotary
 * 4) Freezing / Cryostat
 * 5) Ultramicrotome
 * 6) Sliding
 * 7) Draw the shape and enumerate the main uses of the following knives:
 * 8) Wedge
 * 9) Planoconcave
 * 10) Biconcave
 * 11) Tooled Edge
 * 12) Explain the difference between the angle of clearance, the tilt, and the slant.

Staining

 * 1) Define the concepts of progressive stain and regressive stain. Which is more commonly used in histological examinations?
 * 2) Compare the direct stain versus the indirect stain. How do they differ? How are they similar?
 * 3) Define the word lake as it refers to staining.
 * 4) What is an accentuator?
 * 5) What are trapping agents?
 * 6) List four general factors that affect staining.
 * 7) What steps are required to “bring a slide to water”?
 * 8) What is the purpose of bringing a slide to water?
 * 9) List the steps for an H&E Stain. What are the names of the chemicals used?
 * 10) What are the colours produced from an H&E Stain for the following structures?
 * 11) Nuclei
 * 12) Decalcified Bone
 * 13) Erythrocytes (red blood cells)
 * 14) Cytoplasm
 * 15) Why use Scott’s Tap Water rather than regular tap water to stain?

title: Histology/Slide Preparation


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Plumbing

Plumbing, from the Latin for lead (plumbum), is the skilled trade of working with pipes, tubing and plumbing fixtures for potable water systems and the drainage of waste. Plumbing originated during the ancient civilizations such as Roman, Persian, Indian, and Chinese civilizations as they developed public baths and needed to provide potable water, and drainage of wastes. A plumber is someone who installs or repairs piping systems, plumbing fixtures, and equipment such as water heaters. The plumbing industry is a basic and substantial part of every developed economy due to the need for clean water, and proper collection and transport of wastes.

Plumbing is a system of pipes and fixtures installed in a building for the distribution of potable water and the removal of waterborne wastes. Plumbing is usually distinguished from water and sewage systems, in that a plumbing system serves one building, while water and sewage systems serve a group of buildings or a city. Improvement in plumbing systems was very slow, with virtually no progress made from the time of the Roman system of aqueducts and lead pipes until the 19th century. Eventually, the development of separate, underground water and sewage systems eliminated open sewage ditches and cesspools.

Plumbing equipment, not present in all systems, include, for example, water meters, pumps, expansion tanks, backflow preventers, filters, water softeners, water heaters, heat exchangers, gauges, and control systems.

Plumbing fixtures are the devices installed for the end-users. Some examples of fixtures include water closets (toilets), urinals, bidets, showers, bathtubs, lavatories, utility and kitchen sinks, drinking fountains, ice makers, humidifiers, air washers, fountains, eyewashes, floor drains, garbage disposers, and hose bibbs.

In addition to the straight pipe or tubing, many fittings are required in plumbing systems, such as valves, elbows, tees, and unions. The piping and plumbing fittings and valves articles discuss them further.

Water systems of ancient times relied on gravity for the supply of water, using pipes or channels usually made of clay, lead or stone. Present-day water-supply systems use a network of high-pressure pumps, and pipes are now made of copper, brass, plastic, steel, or other nontoxic material. Present-day drain and vent lines are made of plastic, steel, cast-iron, and lead. Special waste systems for acid waste often utilize polyvinylidene difluoride piping or boron silicate glass piping. Lead is not used in modern water-supply piping due to its toxicity.

The 'straight' sections of plumbing systems are of pipe or tube. A pipe is typically formed via casting or welding, where a tube is made through extrusion. Pipe normally has thicker walls and may be threaded or welded, where tubing is thinner-walled and requires special joining techniques such as 'soldering', 'compression fitting', 'crimping', or for plastics, 'solvent welding'.

Systems
The major categories of plumbing systems or subsystems are:

 * Potable cold and hot water supply
 * Traps, drains, and vents
 * Septic systems
 * Rainwater, surface, and subsurface water drainage
 * Fuel gas piping
 * Medical Gas systems including Vacuum, Air, Medical Air, Oxygen, Nitrogen, Nitrous Oxide, and Carbon Dioxide.
 * Fire stopping is required where mechanical penetrates traverse fire-resistance-rated wall and floor assemblies, or membranes thereof. This work is usually done worldwide by the insulation trade and/or specialty fire stop sub-contractors.

Of increasing interest, for ecological reasons, are gray-water recovery and treatment systems. These systems can consist of rainwater collected from the roofs or other projected areas of the structure being stored in a cistern or special retaining pond. This water can then be treated to reduce the growth of bacteria. The use of reclaimed gray-water is restricted to non-potable uses such as supplies for toilets, urinals, irrigation systems or HVAC.

Plumbing Material

 * Cast iron for plumbing drain and waste lines
 * PVC (Poly Vinyl Chloride) for plumbing potable water, non-potable water, drain and waste lines
 * Chromed brass for plumbing waste lines
 * Chromed copper for water supply lines
 * Galvanized steel for drain and waste lines as well as water supply lines
 * Copper (rigid and flexible) for plumbing drain and waste as well as water supply lines
 * CPVC (Chlorinated Poly-Vinyl Chloride) for water supply lines
 * PEX (Cross-linked Polyethylene) for water supply lines
 * Black iron for gas pipes

title: Plumbing


text:
Building construction

In project architecture and civil engineering, construction is the building or assembly of any infrastructure on a site or sites. Although this may be thought of as a single activity, in fact, construction is a feat of multitasking. Normally the job is managed by the construction manager, supervised by the project manager, design engineer or project architect. While these people work in offices, every construction project requires a large number of laborers, carpenters, and other skilled tradesmen to complete the physical task of construction.

For the successful execution of a project effective planning is essential. Those involved with the design and execution of the infrastructure in question must consider the environmental impact of the job, the successful scheduling, budgeting, site safety, availability of materials, logistics, inconvenience to the public caused by construction delays, preparing tender documents, etc.

Building construction is the process of adding structure to real property via various techniques. The vast majority of building construction projects are small renovations, such as the addition of a room, or renovation of a bathroom. Often, the owner of the property acts as a laborer, paymaster, and design team for the entire project. However, all building construction projects include some elements in common - design, financial, and legal considerations. Many projects of varying sizes reach undesirable end results, such as structural collapse, cost overruns, and/or litigations reason, those with experience in the field make detailed plans and maintain careful oversight during the project to ensure a positive outcome.

In construction, the Authority Having Jurisdiction (AHJ) is the governmental agency or subagency which regulates the construction process. In most cases, this is the municipality in which the building is located. However, construction performed for supra-municipal authorities are usually regulated directly by the owning authority, which becomes the AHJ.

During the planning of a building, the zoning and planning boards of the AHJ will review the overall compliance of the proposed building with the municipal General Plan and zoning regulations. Once the proposed building has been approved, detailed civil, architectural, and structural plans must be submitted to the municipal building department (and sometimes the public works department) to determine compliance with the building code and sometimes to fit with existing infrastructure. Often, the municipal fire department will review the plans for compliance with fire-safety ordinances and regulations.

During the construction of a building, the municipal building inspector inspects the building periodically to ensure that the construction adheres to the approved plans and the local building code. Once construction is complete and a final inspection has been passed, an occupancy permit may be issued.

An operating building must remain in compliance with the fire code. The fire code is enforced by the local fire department.

Any changes made to a building including its use, expansion, structural integrity, and fire protection items, require acceptance by the AHJ. Anything affecting basic safety functions, no matter how small they may appear, may require the owner to apply for a building permit, to ensure proper review of the contemplated changes against the building code.

Following the completion of construction and the issuance of an occupancy permit, maintaining the structural and aesthetic integrity of the building becomes paramount to ensuring its long-term value and safety. Building maintenance is a critical aspect of post-construction care, encompassing a range of activities designed to keep the infrastructure in optimal condition. Among these activities, high-rise window cleaning stands out not only for its role in preserving the building's visual appeal but also for its contribution to the overall maintenance strategy.

High-rise window cleaning, a specialized field within building maintenance, requires skilled professionals who are trained to safely navigate the exterior of buildings, often at great heights. This task is essential for several reasons: it allows for the regular inspection of the facade for damage, ensures the longevity of window materials by removing potentially corrosive substances, and enhances natural lighting, which can improve the well-being of occupants and reduce lighting costs. Furthermore, maintaining clean and clear windows is crucial for presenting a professional image, particularly in commercial buildings where first impressions can impact business relationships.

Incorporating regular, professional high-rise window cleaning into the maintenance schedule of a building is an investment in the property's future. Not only does it protect against the gradual wear and tear that can lead to costly repairs, but it also ensures compliance with safety standards and regulations, further protecting the building's occupants. Building owners and management should prioritize this aspect of maintenance, recognizing its role in the overall stewardship of their investment and its impact on the health, safety, and satisfaction of the building's users.

title: Building construction


text: File:ArtRage Arm 3 45.png

title: File:ArtRage Arm 3 45.png


text: File:ArtRage Arm 3 down.png

title: File:ArtRage Arm 3 down.png


text: File:ArtRage Arm 3.png

title: File:ArtRage Arm 3.png


text: File:ArtRage Arm Bend back down.png

title: File:ArtRage Arm Bend back down.png


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title: File:ArtRage Arm Bend up 45.png


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title: File:ArtRage Boy 45.png


text: File:ArtRage Boy 90.png

title: File:ArtRage Boy 90.png


text: File:ArtRage Boy 135.png

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text:
User:W. L. Hennessey

Hi,

this is W. L. Hennessey. Nice to meet you.

title: User:W. L. Hennessey


text:
Storyboard Artwork Project/Using 2D software

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" How to create 2D stamp artwork for the Storyboard Artwork Project
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

Creating Stamps with 2D software
You can create 2D drawings with pen and ink or any of a wide variety of 2D drawing programs.

 * Inkscape
 * Inkscape is professional quality vector graphics software which runs on Windows, Mac OS X and Linux. It is used by design professionals and hobbyists worldwide, for creating a wide variety of graphics such as illustrations, icons, logos, diagrams, maps and web graphics. Inkscape uses the W3C open standard SVG (Scalable Vector Graphics) as its native format, and is free and open-source software.

 * ArtRage
 * ArtRage 2 and ArtRage FREE are easy-to-use programs for creating 2D still artwork of human figures which look realistic. ArtRage has paid and free versions which run on Windows and Mac.

 * ToonBoom
 * ToonBoom has a free trial disk which can create 2D vectored artwork. The program is fully working for 30 days. It runs on Windows and Mac.

 * Flash
 * Flash has a demo version. It runs on Windows and Mac.

 * Illustrator
 * Adobe Illustrator has a demo version. Illustrator runs on Windows and Mac.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" Draw the model
 * style="width:60%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="1"|

Three Views
For a simple set of stamps, create three views of the figure (or more). All you do is draw the figure on an empty background. Position the figure in a natural pose with the mouth slightly open. That way, it can be used in shots where the person is both not talking and talking.

The pictures should be at least 600 pixels tall.

For the storyboards of the short motion picture "Seduced by the Dark Side!" which talks about the meaning of life and the movie "Star Wars", Wikiversity Film School needs stamps of a young person and an old person. We need both a set of stamps full height (as shown here) and a set of stamps for a medium shot (the upper half of the body.)

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

The angles
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

Optional: Straight on front Optional: Straight on back
 * The minimum positions
 * Front (45 degrees)
 * Side (90 degrees)
 * Back angle (135 degrees)

 * Cartoon Solutions
 * A sample of a 2D figures can be found at Cartoon Solutions.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" Crop the stamps with Photoshop
 * style="width:60%; vertical-align:top; border:1px solid Gold; background-color: #FFFACD;" rowspan="1"|

Crop and mask the images

 * In a program such as Photoshop, crop the images and add a mask (alpha channel) to create the stamp. Save the images as PNG files and upload to Wikiversity.

 * You can test your stamps by downloading the FREE Tux Paint program and putting your stamps in the stamp folder.

 * If you have trouble with any of this, I will help you. Simply @undefined [[Image:Crystal Clear app xfmail.png|24px]] and we will figure something out.

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

Stamps for use in Tux Paint
 * style="width:40%; vertical-align:top; border:1px solid #aa77ff; background-color:#f0e0ff;" |

The completed stamps
Here are the completed stamps after cropping and masking. Click on the picture to go to the original which will be full size. (The images shown here are are only miniatures.)

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" When you are done
 * style="width:40%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="1"|

Send me your drawings

 * Upload the drawings or send them to me.
 * Once you have created a set of 2D stamps, please tell us how you did it. Write here or @undefined.

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

Two people look at the movie poster
 * style="width:60%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

This storyboard was created with stamps in just a few clicks of the mouse. The figure on the left is drawn smaller than the figure on the right so it looks like a young boy. (Time to draw this picture was about 2 minutes. This makes storyboarding very fast.)

 * }

Don't do this!
{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" The limitations of Tux Paint
 * style="width:60%; vertical-align:top; border:2px solid Red; background-color: LightYellow;" rowspan="1"|

[[Image:Crystal Clear action editdelete.png|32px]] Draw only whole figures

 * Tux Paint has limitations so you must take care. Only create whole images, not parts to be assembled.

 * Other programs work differently, Artwork for ToonBoom is always drawn in pieces. The program can handle this.

 * Not so in Tux Paint. Tux Paint cannot assemble pieces of art.  (It is a scaling problem.)

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

Mismatched pieces
 * style="width:40%; vertical-align:top; border:2px solid Red; background-color:#f1f5fc;" |

The arms do not match
Tux Paint cannot magnify or shrink different stamps equally. If you create arms and you create a figure without arms, the two will not match in size in Tux Paint.

In the scene above, the arms do not match the body even though they started out at the correct size.

 * }


text: File:ArtRage Stamps Test.png

title: File:ArtRage Stamps Test.png


text: File:ArtRage Stamps Test 2.png

title: File:ArtRage Stamps Test 2.png


text:
User:Mina S

Everyone!

My name is Mina Stojiljkovic, I`m from Serbia. My obsessions are photography and foreign languages- I speak (you have already noticed) English, Spanish, French and Latin, but I like many sorts of studying. I adore music and having friends all over the world. If someone is interested in knowing me better, feel free to contact me at mina_sto@hotmail.com !

title: User:Mina S


text:
Web Design/HTML exam questions

The following questions are to help you identify where you need more work or..h.

The questions are divided into beginner, intermediate and advanced sections.

Beginner

 * 1) What is a WYSIWYG editor and why should we learn html without them?
 * 2) What is the root element (ie. the first tag) of every html page? Doctype
 * 3) Where does the text inside the   element appear in a browser?  The text will be displayed  in the main web  browser window, just  on the top  bar.
 * 4) Describe one benefit of separating your content (the information of your page) and your presentation (the way your page is displayed in the browser).
 * 5) Identify two attributes of the   element and explain what they are used for. Width and height
 * 6) Identify the html element that contains everything that is displayed in your actual browser window. Html
 * 7) Write the HTML to create a paragraph with the following text: Price - €8.95  (you might need to reference the HTML Cheat Sheet)
 * 8) Write the anchor tag required to link from the page links.html to the page contact.html when the files are organised as follows:
 * 9) Both in the same folder
 * 10) the contact.html page is located in a subfolder called "contactfiles"
 * 11) the links.html page is located in a subfolder called "otherfiles"
 * 12) If you have a div on your page such as , write the anchor link required to scroll your page directly to the Contact Us information.
 * 13) What does HTML stand for?

P.S. If you're unable to answer these HTML questions then please visit www.webtml.com. This website helped my get straight A's on my HTML tests.

Intermediate

 * 1) Identify two HTML elements that you can use inside the   element and describe what they're used for.
 * 2) Every element has an opening and closing tag. For example,  . Identify two HTML elements that combine the opening and closing tag into one single tag.
 * 3) Identify the HTML element that is used to create divisions or sections within your page.
 * 4) Explain 3 reasons why HTML tables should be used for tabular data and not for laying out a page.
 * 5) List the HTML elements that you need to create a table and explain how each element is used.
 * 6) Explain why a DOC TYPE is a useful thing to include in a web page.
 * 7) Identify two different DOC TYPE and explain why you would use one over the other.
 * 8) Explain why modern web browsers have both a "quirks" mode and a "standards" mode.
 * 9) Explain the difference between the alt attribute and the title attribute?

Advanced

 * 1) Identify and discuss the pro's and con's of HTML 5 vs HTML 2

title: Web Design/HTML exam questions


text:
CSS/Exam Questions

The following questions are to help you identify where you need more work or...

The questions are divided into beginner, intermediate and advanced sections.

Beginner
p{ color:#333333;} Here's an intro Here's my content I want to be blue too
 * 1) Write the CSS rule to achieve the following:
 * 2) Set the text colour of all paragraphs to #333333.
 * 3) Set the default fonts for your page to Arial as your first preference and Sans Serif as your second
 * 4) Set all h2 elements to use the size 2em
 * 5) Which CSS rule would make the content of the first division alone blue?

Intermediate

 * 1) What is the CSS selector used to select every element on the page (and why should you be careful using it?)
 * 2) Explain the values of the CSS display property (quite hard!)
 * 3) Discuss the pros and cons of a fixed-width layout versus a flexible layout.

Advanced

 * 1) Identify 2 new properties that were introduced with CSS2
 * 2) Identify 2 new properties that should be introduced with CSS3

title: CSS/Exam Questions


text:
User:Alhen

Hi. This is a test. I'm Alhen.

Hello, hello there. :) es:Usuario:Alhen

title: User:Alhen


text: User talk:Mina S

title: User talk:Mina S


text: File:Finished Storyboard Frame.png

title: File:Finished Storyboard Frame.png


text: File:Finished storyboard tux.png

title: File:Finished storyboard tux.png


text:
Template:Original department boilerplate

Start the page name for a department with the "Topic:" prefix; departments reside in the Topic: namespace. Wikiversity departments can be "contained" (linked to) by multiple schools. If two schools link to the same department they should cooperate to develop the department. See: Naming conventions.

Department description
A short description goes here...

The "Topic:" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: Topics).

Department news

 * ,  - Department founded!

Learning projects

 * See: Wikiversity learning model.

Learning materials and learning projects are located in the main Wikiversity namespace. To create a learning project, simply make a link to the name of the learning project (learning projects are independent pages in the main namespace; they have no prefix, like "Topic:") and start writing! We suggest you use the learning project template. To use this template, in the edit box on your new page type (or copy) and save it. Using "subst" subsitutes the the page for the template as if you had typed all the text present in the template onto the blank page. It is quite efficient.

Learning materials and learning projects can be used by multiple departments. Please cooperate with other departments that use the same learning resource.

Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing.

Also, select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by code. Code numbers are optional, however.

Degree plans

 * See: Degree plan

Streams

 * See: Stream plan

Research

 * See: Research

Courses

 * See: Courses

Projects

 * See: Learning projects

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed).

Learning resources

 * See: Hunter-gatherers project
 * See: Learning to learn a wiki way


text:
Learning Java

People often describe Java by comparing it to C++. In many ways, one could say it is a successor to the older programming languages. Java automatically handles the reclamation of memory (garbage collection) and has various other features that eliminate all classes of bugs. While C++ maintained compatibility with the older C language, Java can be seen as abandoning the C legacy, fully embracing the principles of object-oriented programming.

For people who may not know what object-oriented programming is, object-oriented programming can be seen as a collection of cooperating objects, as opposed to a traditional view in which a program may be seen as a collection of functions, or simply as a list of instructions to the computer. In object-oriented programming, each object is capable of receiving messages, processing data, and sending messages to other objects. Each object can be viewed as an independent little machine with a distinct role or responsibility.

Prerequisites
You must know at least the basics of how to use a computer, and should be able to start a command line shell.

If you are new to programming then Introduction to Programming is strongly recommended.

If you already know C++ or any other Object-Oriented language, Java should be easy to pick up.

Course Description
This course, as you may guess, should teach you everything you would want to know to become an expert Java programmer. Java is a popular and elegant language that every programmer should have in his or her bag of tricks.

If you are a beginner to programming, Java is a good place to start. If you already are fluent in any other programming languages, Java is a good way to enhance your computer vocabulary.

Note: Since this course is still under construction, you might want to check out some of these other tutorials that are quite good:
 * http://docs.oracle.com/javase/tutorial/
 * http://www.javacoffeebreak.com/tutorials/gettingstarted/

Pros and Cons of Java
Pros
 * is an extremely popular language
 * Gaining more and more popularity, lately
 * Has a rich set of standard library classes
 * Has a large base of freely accessible source code
 * Moderately easy to learn. Far easier if you're good with C or C++
 * Java programs are often portable amongst major Operation Systems such as Linux, Windows, and Mac
 * Is often very easy to decompile

Cons
 * Is not as powerful as a language like C, C++, or Assembly in that it cannot easily access low-level functions such as are needed for device driver programming (This functionality is only need in specialised situations)
 * Often runs too slowly on older computers to be as easily usable as a program written in a language like C or C++
 * Requires a rather hefty runtime environment to run: The Java Runtime Environment (~30MB)

The Java Runtime Environment's standard library classes are extensive enough that neophytes can be confused and/or intimidated. On the other hand, they also are a tremendous resource and can save a considerable amount of time.

Tools

 * Intellij IDE -- https://www.jetbrains.com/idea/
 * VSCode -- https://code.visualstudio.com/
 * Eclipse IDE -- http://eclipse.org/
 * BlueJ -- http://bluej.org/ (Particularly aimed at students!)
 * JCreator LE version - http://jcreator.com/ (Another IDE aimed at students)
 * NetBeans IDE Source Editor -- http://www.netbeans.org/

Lessons
We are currently up to the end of Lesson 7: Inheritance. Some other lessons have information too. Note that some lessons are not completely finished and brushed up.

If you are experienced in Java, feel free to write more on these lessons, or create new ones. You can simply add some helpful hints and that will be a great contribution.

Fundamental Language Elements

 * Lesson 1: /Introduction to Java/
 * Lesson 2: /Basic Java Language/
 * Lesson 3: /Decision Structures/
 * Lesson 4: /Objects and Classes/
 * Lesson 5: /Error handling/
 * Lesson 6: /Important Java classes/
 * Fundamentals End: /Programming tips/
 * Exercises: /Fundamental exercises/

Intermediate Java

 * Lesson 7: /Inheritance/
 * Lesson 8: /Error handling II/
 * Lesson 9: /Classes II/
 * Lesson 10: /Swing and AWT/
 * Lesson 11: /Applets/
 * Lesson 12: /File IO/
 * Lesson 13: /Security/
 * Lesson 14: /Networking/
 * Intermediate End: /Clean Code in Java II/
 * Exercises: /Intermediate Exercises/

Advanced-Intermediate Lessons

 * Lesson 15: /Multithreading/
 * Lesson 16: /Networking II/
 * Lesson 17: /Advanced Swing/

Simple Lessons for Everyone

 * Lesson 18: /Deployment/

Textbooks

 * Java Programming

Wikipedia

 * Java (programming language)
 * Free Java implementations
 * Java (software platform)
 * Java virtual machine
 * Java performance
 * Java syntax
 * Java applet
 * Generics in Java
 * Criticism of Java
 * Java Class Library
 * Java (software platform) (Template)

Videos

 * Java in 100 Seconds

title: Learning Java


text:
Template:Original School boilerplate

Welcome to the School!

A Wikiversity school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain typical learning resources, but a school might contain some projects about how to develop learning resources.

Divisions and Departments
Divisions and Departments of the School 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.

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed).

School news

 * Date founded - School founded!

title: Template:Original School boilerplate


text: Category:Original School boilerplate

title: Category:Original School boilerplate


text:
Template:Original Learning project boilerplate

The Wikimedia Foundation Board of Trustees has directed the Wikiversity community away from courses (the Board's comments). Wikiversity participants are encouraged to innovate and create learning experiences that take full advantage of the wiki format of online community interactions. Non-traditional Learning Projects that are oriented towards learning about conventional course subjects are encouraged within Wikiversity. See: Learning and Portal:Education.

Summary
We will address the following topics regarding assessment with young children:
 * observation strategies
 * portfolios
 * Authentic Assessment
 * Formative Assessment
 * Summative Assessment
 * Screening

Reading
Authentic Assessment Formative Assessment Summative Assessment Educational Assessment

Goals
This learning project offers learning activities to ____.
 * etc.

Concepts to learn include: /concepts

Learning materials
Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource.

Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!

Activities

 * Activity 1.
 * etc.

Readings
Each activity has a suggested associated background reading selection.
 * Reading 1.
 * ect.


text: Category:Original Learning project boilerplate


text:
User talk:Aspiliotop

Student Galaxy 17:40, 4 February 2007 (UTC)

title: User talk:Aspiliotop