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Materials Science and Engineering/Doctoral review questions/Definitions

Phase
A homogeneous collection of material with one or more components

Fermi-Dirac Statistics
Fermi-Dirac statistics is a particular case of particle statistics that determines the statistical distribution of fermions over the energy states for a system in thermal equilibrium.

Distribution function of fermions that determines the probability of a level being occupied by a fermion

Maxwell-Boltzmann Statistics
In statistical mechanics, Maxwell–Boltzmann statistics describes the statistical distribution of material particles over various energy states in thermal equilibrium, when the temperature is high enough and density is low enough to render quantum effects negligible.

Distribution of energy states of non-interacting particles, including bosons and fermions

Bose-Einstein statistics
In statistical mechanics, Bose-Einstein statistics (or more colloquially B-E statistics) determines the statistical distribution of identical indistinguishable bosons over the energy states in thermal equilibrium.

Statistics of bosons

Statistical Mechanics
Statistical mechanics is the application of probability theory, which includes mathematical tools for dealing with large populations, to the field of mechanics, which is concerned with the motion of particles or objects when subjected to a force.

Statistical mechanics is the quantum mechanical version of thermodynamics

Phase
In the physical sciences, a phase is a set of states of a macroscopic physical system that have relatively uniform chemical composition and physical properties (i.e. density, crystal structure, index of refraction, and so forth).

Chemical potential
The chemical potential of a thermodynamic system is the amount by which the energy of the system would change if an additional particle were introduced, with the entropy and volume held fixed.

Free energy changes upon the addition of one atom.

Heat capacity
Heat capacity (symbol: Cp) — as distinct from specific heat capacity — is the measure of the heat energy required to increase the temperature of an object by a certain temperature interval.

How a material stores thermal energy

Entropy
In physics, entropy, symbolized by S, is a measure of the unavailability of a system’s energy to do work. Degree of randomness

Enthalpy
In thermodynamics and molecular chemistry, the enthalpy or heat content (denoted as H or ΔH, or rarely as χ) is a quotient or description of thermodynamic potential of a system, which can be used to calculate the "useful" work obtainable from a closed thermodynamic system under constant pressure. Inherent energy in a system from bonding

Gibb's free energy
In thermodynamics, the Gibbs free energy is a thermodynamic potential which measures the "useful" or process-initiating work obtainable from an isothermal, isobaric thermodynamic system. The most real world relevant potential to determine what phases are in equilibrium

Work
In thermodynamics, work is the quantity of energy transferred from one system to another without an accompanying transfer of entropy. The transfer of energy not in the form of heat

Fermion
In particle physics, fermions are particles with a half-integer spin, such as protons and electrons. Particle with half-integer spin

Boson
In particle physics, bosons are particles with an integer spin, as opposed to fermions which have half-integer spin. Particle with integer spin

Mean Field Theory
The main idea of MFT is to replace all interactions to any one body with an average or effective interaction, reducing any multi-body problem into an effective one-body problem. Average force on a particle

Spinodal Decomposition
Spinodal decomposition is a method by which a mixture of two or more materials can separate into distinct regions with different material concentrations. Barrierless phase transformation

Dulong-Petit
The Dulong-Petit law, a chemical law proposed in 1819, states the classical expression for the specific heat capacity of a crystal due to its lattice vibrations wherein regardless of the nature of the crystal, the specific heat capacity (measured in joule per kelvin per kilogram) is equal to 3R/M, where R is the gas constant (measured in joule per kelvin per mole) and M is the molar mass (measured in kilogram per mole). The upper limit of heat capacity in a lattice

Nucleation and Growth
Nucleation is the onset of a phase transition in a small region. Phase transition in a small region followed by a

Raoultian versus Henrian
In the case of Henrian solution, the different components demonstrate a preference of neighbors

Ideal versus regular solution
In the case of Henrian solution, the different components demonstrate a preference of neighbors

Adiabatic demagnetization
Using magnetization to absorb heat to minimize the energy

Fick's laws
Fick's laws of diffusion describe diffusion and can be used to solve for the diffusion coefficient D 1st law: flux is proportional to the conjugate gradient potential 2nd law: Conservation law

Diffusion
Diffusion is the spontaneous net movement of particles from an area of high concentration to an area of low concentration in a given volume of fluid (either liquid or gas) down the concentration gradient. Displacement of a material to minimize total energy

Grain Boundary
A grain boundary is the interface between two grains in a polycrystalline material. Region between grains with different crystallographic orientation

Tensor
A tensor is an object which extends the notion of scalar, vector, and matrix. An object that organizes a collection of numbers (that may associated with properties of a crystallographic plane)

Diagonalized tensor
In linear algebra, a diagonal matrix is a square matrix in which the entries outside the main diagonal (↘) are all zero. Diagonalized tensor is one set of eigenvalues

Paramagnetism
Paramagnetism is a form of magnetism which occurs only in the presence of an externally applied magnetic field, and paramagnetic materials are attracted to magnetic fields, hence have a relative magnetic permeability greater than one (or, equivalently, a positive magnetic susceptibility). A material that enhances the applied field

Superparamagnetism
Superparamagnetism is a phenomenon by which magnetic materials may exhibit a behavior similar to paramagnetism even when at temperatures below the Curie or the Néel temperature.

Diamagnetism
Diamagnetism is a weak repulsion from a magnetic field, and it is a form of magnetism that is only exhibited by a substance in the presence of an externally applied magnetic field. Magnetic response opposing magnetic force of a material with no paired electrons

Ferromagnetism
Ferromagnetism is defined as the phenomenon by which materials, such as iron, in an external magnetic field become magnetized and remain magnetized for a period after the material is no longer in the field. Paramagnet with hysteretic temperature whose exchange energy causes neighboring spins to be oppositely aligned Softness of hardness of ferromagnets based on remnance

Antiferromagnetism
In materials that exhibit antiferromagnetism, the spins of electrons align in a regular pattern with neighboring spins pointing in opposite directions. Paramagnet with hysteretic temperature whose exchange energy causes neighboring spins to align

Ferrimagnetism
In physics, a ferrimagnetic material is one in which the magnetic moment of the atoms on different sublattices are opposed, as in antiferromagnetism; however, in ferrimagnetic materials, the opposing moments are unequal and a spontaneous magnetization remains. A material with spins that are aligned in parallel but with a spins of different magnitudes

Curie temperature
The Curie point of a ferromagnetic material is the temperature above which it loses its characteristic ferromagnetic ability. Transition temperature from ferromagnetism to paramagnetism

Neel temperatures
The Néel temperature, TN, is the temperature at which an antiferromagnetic material becomes paramagnetic — that is, the thermal energy becomes large enough to destroy the macroscopic magnetic ordering within the material. Transition temperature between antiferromagnetism and paramagnetism

Bloch's theorem
A Bloch wave or Bloch state, named after Felix Bloch, is the wavefunction of a particle (usually, an electron) placed in a periodic potential. Wavefunction same under discrete translation

Dispersion relation
Relationship between w, angular momentum, and k, the relevant wavenumber, in a system

Schrodinger equation
In physics, the Schrödinger equation, proposed by the Austrian physicist Erwin Schrödinger in 1926, describes the space- and time-dependence of quantum mechanical systems. Conservation law of quantum mechanical system

Density of states
In statistical and condensed matter physics, density of states (DOS) is a property that quantifies how closely packed energy levels are in a quantum-mechanical system. Number of possible states available in an increment of energy

Fermi function
In the case where $$ \mu $$ is the fermi energy $$E_F \ $$ and $$g_i = 1 \ $$, the function is called the Fermi function:
 * $$ F(E) = \frac{1}{e^{(\epsilon_i-E_F) / k T} + 1} $$

Probability of occupation of fermi particles

Hamiltonian
In quantum mechanics, the Hamiltonian H is the observable corresponding to the total energy of the system. Describe total energy of the system

Raman spectroscopy
Raman spectroscopy is a spectroscopic technique used in condensed matter physics and chemistry to study vibrational, rotational, and other low-frequency modes in a system. Spectroscopic technique using the inelastic interation of phonons and photons

Operator
In mathematics, an operator is a function, that operates on (or modifies) another function. Quantum mechanical equivalence to an observable

Separation of variables
In mathematics, separation of variables is any of several methods for solving ordinary and partial differential equations, in which algebra allows one to re-write an equation so that each of two variables occurs on a different side of the equation. A method of solving equations by assume variables to be independent of one another

Constant of Motion
In mechanics, a constant of motion is a quantity that is conserved throughout the motion, imposing in effect a constraint on the motion. A quantity that does not change with motion through space

Conserved Quantity
In physics, a conservation law states that a particular measurable property of an isolated physical system does not change as the system evolves. Quantity that does not change with time under application of a symmetric operation

Commutators
In mathematics, the commutator gives an indication of the extent to which a certain binary operation fails to be commutative. When two operators commute, they share a symmetry of the system.

Bravais lattice
In geometry and crystallography, a Bravais lattice, named after Auguste Bravais, is an infinite set of points generated by a set of discrete translation operations. Points in space that can be translated to fill all space

Fourier series
In mathematics, the Fourier series is one of the specific forms of Fourier analysis and is a way of decomposing a function into a superposition of elementary waves.

Group velocity
The group velocity of a wave is the velocity with which the variations in the shape of the wave's amplitude (known as the modulation or envelope of the wave) propagate through space.

Free electron gas
A Fermi gas, or free electron gas, is a collection of non-interacting fermions and is the quantum mechanical version of an ideal gas, for the case of fermionic particles.

Metal
In chemistry, a metal is an element that readily loses electrons to form positive ions (cations) and has metallic bonds between metal atoms.

Semiconductor
A semiconductor is a solid material that has electrical conductivity in between that of a conductor and that of an insulator; it can vary over that wide range either permanently or dynamically.

Insulator
An insulator is a material that resists the flow of electric current.

Law of mass action
In chemistry, law of mass action is associated with two aspects: 1) the equilibrium aspect, concerning the composition of a reaction mixture at equilibrium and 2) the kinetic aspect concerning the rate equations for elementary reactions.

Variational principle
A variational principle is a principle in physics which is expressed in terms of the calculus of variations.

Hartree-Fock
In computational physics and computational chemistry, the Hartree-Fock (HF) method is an approximate method for the determination of the ground-state wavefunction and ground-state energy of a quantum many-body system

Slater Determinant
In quantum mechanics, a Slater determinant is an expression which describes the wavefunction of a multi-fermionic system that satisfies anti-symmetry (Φ = 0) requirements and subsequently the Pauli exclusion principle by changing sign upon exchange of fermions.

LCAO-MO
A linear combination of atomic orbitals or LCAO is a quantum superposition of atomic orbitals and a technique for calculating molecular orbitals in quantum chemistry.

Amorphous
An amorphous solid is a solid in which there is no long-range order of the positions of the atoms. (Solids in which there is long-range atomic order are called crystalline solids or morphous)

Van Hove Singularity
A Van Hove singularity is a kink in the density of states (DOS) of a solid. The wavevectors at which Van Hove singularities occur are often referred to as critical points of the Brillouin zone.

Radial Distribution Function
In computational mechanics and statistical mechanics, a radial distribution function (RDF), g(r), describes how the density of surrounding matter varies as a function of the distance from a distinguished point.

Bloch Wall
A Bloch wall is a narrow transition region at the boundary between magnetic domains, over which the magnetisation changes from its value in one domain to that in the next.

Spintronics
Spintronics (a neologism for "spin-based electronics"), also known as magnetoelectronics, is an emerging technology which exploits the quantum spin states of electrons as well as making use of their charge state.

Index of Refraction
The refractive index (or index of refraction) of a medium is a measure for how much the speed of light (or other waves such as sound waves) is reduced inside the medium.

Dielectric Constant
The relative static permittivity (or static relative permittivity) of a material under given conditions is a measure of the extent to which it concentrates electrostatic lines of flux.

GMR
Giant magnetoresistance (GMR) is a quantum mechanical effect, a type of magnetoresistance effect, observed in thin film structures composed of alternating ferromagnetic and nonmagnetic metal layers.

Non-linear optics
Nonlinear optics (NLO) is the branch of optics that describes the behaviour of light in nonlinear media, that is, media in which the dielectric polarization P responds nonlinearly to the electric field E of the light.

Brewster's Angle
At one particular angle of incidence, the Brewster's angle, θB, light with one particular polarization cannot be reflected.
 * Evanescent state
 * Hartree
 * Mobility edge
 * Coordination defect
 * Magnetostatic, magnetostriction, exchange, anisotropy
 * TM/TE

Electronegativity
Electronegativity, symbol χ, is a chemical property that describes the ability of an atom (or, more rarely, a functional group) to attract electrons (or electron density) towards itself in a covalent bond.

Work function
The work function is the minimum energy (usually measured in electron volts) needed to remove an electron from a solid to a point immediately outside the solid surface (or energy needed to move an electron from the Fermi energy level into vacuum).

Schottky Defects
A Schottky defect is a type of point defect in a crystal lattice that forms when oppositely charged ions leave their lattice sites, creating vacancies

Frenkel Defects
A Frenkel defect, also called a Frenkel pair or Frenkel disorder, is a compound crystallographic defect in which an interstitial lies near a vacancy.

Polarizability
Polarizability is the relative tendency of a charge distribution, like the electron cloud of an atom or molecule, to be distorted from its normal shape by an external electric field, which may be caused by the presence of a nearby ion or dipole.

Band gap
In solid state physics and related applied fields, the band gap, also called an energy gap or stop band, is a region where a particle or quasiparticle is forbidden from propagating.

Varistor
A varistor is an electronic component with a significant non-ohmic current-voltage characteristic.

Effective mass
In solid state physics, a particle's effective mass is the mass it seems to carry in the semiclassical model of transport in a crystal.

Photoconductor
A photoresistor or LDR is an electronic component whose resistance decreases with increasing incident light intensity.

Photodiode
A photodiode is a type of photodetector capable of converting light into either current or voltage, depending upon the mode of operation.

LED
An LED is a semiconductor diode that emits incoherent narrow-spectrum light when electrically biased in the forward direction of the p-n junction, as in the common LED circuit.

Laser
A laser is an electronic-optical device that produces coherent radiation, and the term "laser" is an acronym meaning "Light Amplification by Stimulated Emission of Radiation".

Crystal Field Splitting
Crystal field theory (CFT) is a model that describes the electronic structure of transition metal compounds, all of which can be considered coordination complexes.

BJT
A bipolar junction transistor (BJT) is a type of transistor, a three-terminal device constructed of doped semiconductor material that may be used in amplifying or switching applications.

MOSFET
The metal–oxide–semiconductor field-effect transistor (MOSFET, MOS-FET, or MOS FET) is by far the most common field-effect transistor in both digital and analog circuits.

Transconductance
Transconductance is the ratio of the current at the output port and the voltage at the input ports and is written as gm.

Attenuation
Attenuation is the reduction in amplitude and intensity of a signal.

Capacitance
Capacitance is a measure of the amount of electric charge stored (or separated) for a given electric potential.

Brillouin Zone
In mathematics and solid state physics, the first Brillouin zone is a uniquely defined primitive cell of the reciprocal lattice in the frequency domain.

Rayleigh Scattering
Rayleigh scattering (named after Lord Rayleigh) is the scattering of light or other electromagnetic radiation by particles much smaller than the wavelength of the light.

Waveguide
A waveguide is a structure which guides waves, such as electromagnetic waves, light, or sound waves.

Nernst Equation
In electrochemistry, the Nernst equation is used to calculate equilibrium reduction potential (electromotive force), E, of an electrochemical cell (or half-cell) from its standard reduction potential (or standard electrode potential), E0, and the activities (effective concentrations) of its components.

Punchthrough
When the base–collector voltage reaches a certain (device specific) value, the base–collector depletion region boundary meets the base–emitter depletion region boundary, and in this state the transistor effectively has no base, the device thus losing all gain when in this state.

Base-Width Modulation
As the applied collector–base voltage ($$V_{BC}$$) varies, the collector–base depletion region varies in size.
 * Avalance Breakdown
 * Brouwer approximation
 * Avalanche, zener breakdown
 * Base-width modulation
 * Inversion

Evaporation
Evaporation is the process by which molecules in a liquid state (e.g. water) spontaneously become gaseous (e.g. water vapor).

Molecular Beam Epitaxy
Molecular beam epitaxy (MBE), requires high vacuum or ultra high vacuum and is one of several methods of depositing single crystals.

CVD
Chemical vapor deposition (CVD) is a chemical process used to produce high-purity, high-performance solid materials.

LOCOS
LOCOS, short for LOCal Oxidation of Silicon, is a microfabrication process where silicon dioxide is formed in selected areas on silicon wafer with the Si-SiO2 interface at a lower point than the rest of the silicon surface.

SOI
Silicon on insulator technology (SOI) refers to the use of a layered silicon-insulator-silicon substrate in place of conventional silicon substrates in semiconductor manufacturing, especially microelectronics, to reduce parasitic device capacitance and thereby improve performance.

SIMOX
One prominent method to prepare silicon on insulator (SOI) substrates from conventional silicon substrates is the SIMOX (Separation by IMplantation of OXygen) process, wherein a buried high dose oxygen implant is converted to silicon oxide by a high temperature annealing process.

Evaporative Deposition
Evaporation is a common method of thin film deposition, wherein the source material is evaporated in a vacuum and the vacuum allows vapor particles to travel directly to the target object (substrate), where they condense back to a solid state.

RIE
Reactive ion etching (RIE) is an etching technology used in microfabrication wherein a chemically reactive plasma removes material deposited on wafers.

Ion Implantation
Ion implantation is a materials engineering process by which ions of a material can be implanted into another solid, thereby changing the physical properties of the solid.

Atomic Layer Deposition
Atomic Layer Deposition (ALD) is a gas phase chemical process used to create extremely thin coatings.
 * Segregation coefficient, effective segregation coefficient.

Lithography
Microlithography and nanolithography refer specifically to lithographic patterning methods capable of structuring material on a fine scale.

Plasma
In physics and chemistry, a plasma is typically an ionized

Electroplating
Electroplating is the process of using electrical current to reduce metal cations in a solution and coat a conductive object with a thin layer of metal.

Anodization
Anodizing, or anodising, is an electrolytic passivation process used to increase the thickness of the natural oxide layer on the surface of metal parts.

Sputter Deposition
Sputter deposition is a physical vapor deposition (PVD) method of depositing thin films by sputtering, i.e. ejecting, material from a "target," i.e., source, which then deposits onto a "substrate," e.g., a silicon wafer.

Knudsen Cell
In crystal growth, knudsen cells are often used as sources evaporators for relatively low partial pressure elementary sources, e.g., Ga, Al, Hg, As, etc. It is easy to control the temperature of evaporating content and commonly used in molecular-beam epitaxy.

Depth of Field
In optics, particularly film and photography, the depth of field (DOF) is the distance in front of and beyond the subject that appears to be in focus.

Boundary Layer
In physics and fluid mechanics, a boundary layer is that layer of fluid in the immediate vicinity of a bounding surface. In the Earth's atmosphere, the planetary boundary layer is the air layer near the ground affected by diurnal heat, moisture or momentum transfer to or from the surface.

Lithography
Microlithography and nanolithography refer specifically to lithographic patterning methods capable of structuring material on a fine scale.
 * Ion Milling
 * Elingham diagram
 * Retrograde solubility
 * Cellular, dendritic growth
 * Frank van der Merwe, Volmer Weber, Stranski Krastanov
 * Commensurate pseudomorphic growth
 * e-beam source
 * Boundary layer
 * Hot electron
 * Ion implantation
 * Emitter-push effect
 * Straggle, range
 * Ion milling
 * Bank-end processing
 * Normal versus abnormal growth
 * Superfill
 * Modulation transfer function
 * Source coherency
 * Resist, mask


text:
Materials Science and Engineering/Doctoral review questions/Interesting Questions

List Of "Must Know" Questions

 * What is the fundamental flaw in the regular solution model?
 * What happens to the bandgap of a material under hydrostatic pressure?

Ferromagnetism
Ferromagnetism is the "normal" form of magnetism with which most people are familiar, as exhibited in horseshoe magnets and refrigerator magnets. It is responsible for most of the magnetic behavior encountered in everyday life. The attraction between a magnet and ferromagnetic material is "the quality of magnetism first apparent to the ancient world, and to us today," according to a classic text on ferromagnetism.

Ferromagnetism is defined as the phenomenon by which materials, such as iron, in an external magnetic field become magnetized and remain magnetized for a period after the material is no longer in the field.

All permanent magnets are either ferromagnetic or ferrimagnetic, as are the metals that are noticeably attracted to them.

Historically, the term ferromagnet was used for any material that could exhibit spontaneous magnetization: a net magnetic moment in the absence of an external magnetic field. This general definition is still in common use. More recently, however, different classes of spontaneous magnetisation have been identified when there is more than one magnetic ion per primitive cell of the material, leading to a stricter definition of "ferromagnetism" that is often used to distinguish it from ferrimagnetism. In particular, a material is "ferromagnetic" in this narrower sense only if all of its magnetic ions add a positive contribution to the net magnetization. If some of the magnetic ions subtract from the net magnetization (if they are partially anti-aligned), then the material is "ferrimagnetic". If the ions anti-align completely so as to have zero net magnetization, despite the magnetic ordering, then it is an antiferromagnet. All of these alignment effects only occur at temperatures below a certain critical temperature, called the Curie temperature (for ferromagnets and ferrimagnets) or the Néel temperature (for antiferromagnets).

Antiferromagnetism
In materials that exhibit antiferromagnetism, the spins of electrons align in a regular pattern with neighboring spins pointing in opposite directions. This is a different manifestation of magnetism. Generally, antiferromagnetic materials exhibit antiferromagnetism at a low temperature, and become disordered above a certain temperature; the transition temperature is called the Néel temperature. Above the Néel temperature, the material is typically paramagnetic.

The antiferromagnetic behaviour at low temperature usually results in diamagnetic properties, but can sometimes display ferrimagnetic behaviour, which in many physically observable properties is more similar to ferromagnetic interactions.

The magnetic susceptibility of an antiferromagnetic material will appear to go through a maximum as the temperature is lowered; in contrast, that of a paramagnet will continually increase with decreasing temperature. However, more complicated behavior may result if the magnetic structure is more complicated.

Ferrimagnetism
In physics, a ferrimagnetic material is one in which the magnetic moment of the atoms on different sublattices are opposed, as in antiferromagnetism; however, in ferrimagnetic materials, the opposing moments are unequal and a spontaneous magnetization remains. This happens when the sublattices consist of different materials or ions (such as Fe2+ and Fe3+).

Ferrimagnetic materials are like ferromagnets in that they hold a spontaneous magnetization below the Curie temperature, and show no magnetic order (are paramagnetic) above this temperature. However, there is sometimes a temperature below the Curie temperature at which the two sublattices have equal moments, resulting in a net magnetic moment of zero; this is called the magnetization compensation point. This compensation point is observed easily in garnets and rare earth - transition metal alloys (RE-TM). Furthermore, ferrimagnets may also exhibit an angular momentum compensation point at which the angular momentum of the magnetic sublattices is compensated. This compensation point is a crucial point for achieving high speed magnetization reversal in magnetic memory devices.

Paramagnetism
Paramagnetism is a form of magnetism which occurs only in the presence of an externally applied magnetic field. Paramagnetic materials are attracted to magnetic fields, hence have a relative magnetic permeability greater than one (or, equivalently, a positive magnetic susceptibility). The force of attraction generated by the applied field is linear in the field strength and rather weak. It typically requires a sensitive analytical balance to detect the effect. Unlike ferromagnets paramagnets do not retain any magnetization in the absence of an externally applied magnetic field, because thermal motion causes the spins to become randomly oriented without it. Thus the total magnetization will drop to zero when the applied field is removed. Even in the presence of the field there is only a small induced magnetization because only a small fraction of the spins will be orientated by the field. This fraction is proportional to the field strength and this explains the linear dependency. The attraction experienced by ferromagnets is non-linear and much stronger, so that it is easily observed on the door of one's fridge.

Superparamagnetism
Superparamagnetism is a phenomenon by which magnetic materials may exhibit a behavior similar to paramagnetism even when at temperatures below the Curie or the Néel temperature. This is a small length-scale phenomenon, where the energy required to change the direction of the magnetic moment of a particle is comparable to the ambient thermal energy. At this point, the rate at which the particles will randomly reverse direction becomes significant.

Diamagnetism
Diamagnetism is a weak repulsion from a magnetic field. It is a form of magnetism that is only exhibited by a substance in the presence of an externally applied magnetic field. It results from changes in the orbital motion of electrons. Applying a magnetic field creates a magnetic force on a moving electron in the form of F = Qv × B. This force changes the centripetal force on the electron, causing it to either speed up or slow down in its orbital motion. This changed electron speed modifies the magnetic moment of the orbital in a direction opposing the external field.

Consider two electron orbitals; one rotating clockwise and the other counterclockwise. An external magnetic field into the page will make the centripetal force on an electron rotating clockwise increase, causing it to speed up. That same field would make the centripetal force on an electron rotating counterclockwise decrease, causing it to slow down. The orbiting electrons create magnetic fields themselves, and in both cases, the change in B due to the electron's change in velocity is in the opposite direction to the external B field. Since the material originally had no net magnetic field from its orbiting electrons (because their orbits were aligned in random directions), the result is that the induced B field opposes the applied B field, and these repel each other.

All materials, except helium, show a diamagnetic response in an applied magnetic field. In fact, diamagnetism is a very general phenomenon, because all paired electrons, including the core electrons of an atom will always make a weak diamagnetic contribution to the material's response. However, for materials which show some other form of magnetism (such as ferromagnetism or paramagnetism), the diamagnetism is completely overpowered. Substances which only, or mostly, display diamagnetic behaviour are termed diamagnetic materials, or diamagnets. Materials that are said to be diamagnetic are those which are usually considered by non-physicists as "non magnetic", and include water, DNA, most organic compounds such as petroleum and some plastics, and many metals, particularly the heavy ones with many core electrons, such as mercury, gold and bismuth.

Superdiamagnetism
Superdiamagnetism (or perfect diamagnetism) is a phenomenon occurring in certain materials at low temperatures, characterised by the complete absence of magnetic permeability (i.e. a magnetic susceptibility \ \chi_{v} = −1) and the exclusion of the interior magnetic field. Superdiamagnetism is a feature of superconductivity. It was identified in 1933, by Walter Meissner and Robert Ochsenfeld (the Meissner effect).

Superdiamagnetism established that the superconductivity of a material was a stage of phase transition. Superconducting magnetic levitation is due to superdiamagnetism, which repels a permanent magnet, and flux pinning, which prevents the magnet floating away.

Why does the electrical conductivity suddenly increase in metals at very low temperatures?
Superconductivity is a phenomenon occurring in certain materials at extremely low temperatures, characterized by exactly zero electrical resistance and the exclusion of the interior magnetic field (the Meissner effect).

The electrical resistivity of a metallic conductor decreases gradually as the temperature is lowered. However, in ordinary conductors such as copper and silver, impurities and other defects impose a lower limit. Even near absolute zero a real sample of copper shows a non-zero resistance. The resistance of a superconductor, on the other hand, drops abruptly to zero when the material is cooled below its "critical temperature". An electrical current flowing in a loop of superconducting wire can persist indefinitely with no power source. Like ferromagnetism and atomic spectral lines, superconductivity is a quantum mechanical phenomenon. It cannot be understood simply as the idealization of "perfect conductivity" in classical physics.

What happens to metals (such as Na) under extremely high pressures?
Metallic hydrogen results when hydrogen is sufficiently compressed and undergoes a phase change; it is an example of degenerate matter. It consists of a crystal lattice of atomic nuclei (namely, protons), with a spacing which is significantly smaller than a Bohr radius. Indeed, the spacing is more comparable with an electron wavelength (see De Broglie wavelength). The electrons are unbound and behave like the conduction electrons in a metal. As is the dihydrogen molecule H2, metallica hydrogen is an allotrope.

Why is the sky blue? Why are sunsets red?

Rayleigh scattering (named after Lord Rayleigh) is the scattering of light or other electromagnetic radiation by particles much smaller than the wavelength of the light. It can occur when light travels in transparent solids and liquids, but is most prominently seen in gases. Rayleigh scattering of sunlight in clear atmosphere is the main reason why the sky is blue. Rayleigh and cloud-mediated scattering contribute to diffuse light (direct light being sunrays).

Why doesn't an electron combine with a proton in an atom?
With regard to the uncertainty principle, this is an energetically unfavorable event. The uncertainty in the velocity of an electron becomes high as it approaches the proton. The kinetic energy can be high, and the electron needs to compromise in terms of position and be a particular distance from the proton.

Reference:

Solymer and Walsh. Electrical Properties of Materials, 7th Edition, p. 30

First law
Fick's first law is used in steady-state diffusion, i.e., when the concentration within the diffusion volume does not change with respect to time $$(\, J_\mathrm{in} = J_\mathrm{out})$$. In one (spatial) dimension, this is

 * $$J = - D \frac{\partial \phi}{\partial x}$$

where

 * $$ J$$ is the diffusion flux in dimensions of [(amount of substance) length−2 time-1], example $$\bigg(\frac{\mathrm{mol}}{ m^2\cdot s}\bigg)$$

 * $$\, D$$ is the diffusion coefficient or diffusivity in dimensions of [length2 time−1], example $$\bigg(\frac{m^2}{s}\bigg)$$

 * $$\, \phi$$ is the concentration in dimensions of [(amount of substance) length−3], example $$\bigg(\frac\mathrm{mol}{m^3}\bigg)$$

 * $$\, x$$ is the position [length], example $$\,m$$

$$\, D$$ is proportional to the velocity of the diffusing particles, which depends on the temperature, viscosity of the fluid and the size of the particles according to the Stokes-Einstein relation. In dilute aqueous solutions the diffusion coefficients of most ions are similar and have values that at room temperature are in the range of 0.6x10-9 to 2x10-9 m2/s. For biological molecules the diffusion coefficients normally range from 10-11 to 10-10 m2/s.

In two or more dimensions we must use $$\nabla$$, the del or gradient operator, which generalises the first derivative, obtaining

 * $$J=- D\nabla \phi $$.

Second law
Fick's second law is used in non-steady or continually changing state diffusion, i.e., when the concentration within the diffusion volume changes with respect to time.

 * $$\frac{\partial \phi}{\partial t} = D\,\frac{\partial^2 \phi}{\partial x^2}\,\!$$

Where

 * $$\,\phi$$ is the concentration in dimensions of [(amount of substance) length-3], [mol m-3]
 * $$\, t$$ is time [s]
 * $$\, D$$ is the diffusion coefficient in dimensions of [length2 time-1], [m2 s-1]
 * $$\, x$$ is the position [length], [m]

It can be derived from the Fick's First law and the mass balance:

 * $$\frac{\partial \phi}{\partial t} =-\,\frac{\partial}{\partial x}\,J = \frac{\partial}{\partial x}\bigg(\,D\,\frac{\partial}{\partial x}\phi\,\bigg)\,\!$$

Assuming the diffusion coefficient D to be a constant we can exchange the orders of the differentiating and multiplying by the constant:

 * $$\frac{\partial}{\partial x}\bigg(\,D\,\frac{\partial}{\partial x} \phi\,\bigg) = D\,\frac{\partial}{\partial x} \frac{\partial}{\partial x} \,\phi = D\,\frac{\partial^2\phi}{\partial x^2}$$

and, thus, receive the form of the Fick's equations as was stated above.

For the case of diffusion in two or more dimensions the Second Fick's Law is:

$$\frac{\partial \phi}{\partial t} = D\,\nabla^2\,\phi\,\!$$,

which is analogous to the heat equation.

If the diffusion coefficient is not a constant, but depends upon the coordinate and/or concentration, the Second Fick's Law becomes:

 * $$\frac{\partial \phi}{\partial t} = \nabla \cdot (\,D\,\nabla\,\phi\,)\,\!$$

An important example is the case where $$\phi$$ is at a steady state, i.e. the concentration does not change by time, so that the left part of the above equation is identically zero. In one dimension with constant $$\, D$$, the solution for the concentration will be a linear change of concentrations along $$\, x$$. In two or more dimensions we obtain

 * $$ \nabla^2\,\phi =0\!$$

which is Laplace's equation, the solutions to which are called harmonic functions by mathematicians.

What is k in Bloch's Theorem?

A Bloch wave or Bloch state, named after Felix Bloch, is the wavefunction of a particle (usually, an electron) placed in a Particle in a one-dimensional lattice (periodic potential)|periodic potential. It consists of the product of a plane wave envelope function and a periodic function (periodic Bloch function) $$\, u_{nk}(r)$$ which has the same periodicity as the potential:

 * $$\psi_{n\mathbf{k}}(\mathbf{r})=e^{i\mathbf{k}\cdot\mathbf{r}}u_{n\mathbf{k}}(\mathbf{r}).$$

The result that the eigenfunctions can be written in this form for a periodic system is called Bloch's theorem. The corresponding energy eigenvalue is Єn(k)= Єn(k + K), periodic with periodicity K of a reciprocal lattice vector. Because the energies associated with the index n vary continuously with wavevector k we speak of an energy band with band index n. Because the eigenvalues for given n are periodic in k, all distinct values of Єn(k) occur for k-values within the first Brillouin zone of the reciprocal lattice.

More generally, a Bloch-wave description applies to any wave-like phenomenon in a periodic medium. For example, a periodic dielectric in electromagnetism leads to photonic crystals, and a periodic acoustic medium leads to phononic crystals. It is generally treated in the different forms of the dynamical theory of diffraction.

The plane wave wavevector (or Bloch wavevector) k (multiplied by the reduced Planck's constant, this is the particle's crystal momentum) is unique only up to a reciprocal lattice vector, so one only needs to consider the wavevectors inside the first Brillouin zone. For a given wavevector and potential, there are a number of solutions, indexed by n, to Schrödinger's equation for a Bloch electron. These solutions, called bands, are separated in energy by a finite spacing at each k; if there is a separation that extends over all wavevectors, it is called a (complete) band gap. The electronic band structure is the collection of energy eigenstates within the first Brillouin zone. All the properties of electrons in a periodic potential can be calculated from this band structure and the associated wavefunctions, at least within the independent electron approximation.

A corollary of this result is that the Bloch wavevector k is a conserved quantity in a crystalline system (modulo addition of reciprocal lattice vectors), and hence the group velocity of the wave is conserved. This means that electrons can propagate without scattering through a crystalline material, almost like free particles, and that electrical resistance in a crystalline conductor only results from things like imperfections that break the periodicity.

What is so unique about diamond?

A diamond is a transparent crystal of tetrahedrally bonded carbon atoms and crystallizes into the face centered cubic diamond lattice structure. Diamonds have been adapted for many uses because of the material's exceptional physical characteristics. Most notable are its extreme hardness, its high dispersion index, and extremely high thermal conductivity (900 – 2320 W/m K), with a melting point of 3820 K (3547 °C / 6420 °F) and a boiling point of 5100 K (4827 °C / 8720 °F). Naturally occurring diamonds have a density ranging from 3.15 to 3.53 g/cm³, with very pure diamond typically extremely close to 3.52 g/cm³.

Diamonds can be identified via their high thermal conductivity. Their high refractive index is also indicative, but other materials have similar refractivity. Diamonds do cut glass, but other materials above glass on Mohs scale such as quartz do also. Diamonds easily scratch other diamonds, but this damages both diamonds.

Why do we use effective mass, rather than just mass, for mobility of electrons in a metal?
In solid state physics, a particle's effective mass is the mass it seems to carry in the semiclassical model of transport in a crystal. This mass is usually stated in units of the ordinary mass of an electron me (9.11×10-31 kg).

It can be shown that, under most conditions, electrons and holes in a crystal respond to electric and magnetic fields almost as if they were free particles in a vacuum, but with a different mass. When electron is moving inside the solid material, the force between other atoms will affect its movement and it will not be described by Newton's law. So we introduce the concept of effective mass to describe the movement of electron in Newton's law. The effective mass can be negative or different due to circumstances.

Effective mass is defined by analogy with Newton's second law $$ \vec{F}=m\vec{a} $$. Using quantum mechanics it can be shown that for an electron in an external electric field E:

 * $$ a = {{1} \over {\hbar^2}} \cdot {{d^2 \varepsilon} \over {d k^2}} qE $$

where $$a$$ is acceleration, $$\hbar = h/2\pi$$ is reduced Planck's constant, $$k$$ is the wave number (often loosely called momentum since $$k$$ = $$p/\hbar$$ for free electrons), $$\epsilon(k)$$ is the energy as a function of $$k$$, or the dispersion relation as it is often called. From the external electric field alone, the electron would experience a force of $$\vec{F}=q\vec{E}$$, where q is the charge. Hence under the model that only the external electric field acts, effective mass $$m^*$$ becomes:

 * $$ m^{*} = \hbar^2 \cdot \left[ {{d^2 \varepsilon} \over {d k^2}} \right]^{-1} $$

For a free particle, the dispersion relation is a quadratic, and so the effective mass would be constant (and equal to the real mass). In a crystal, the situation is far more complex. The dispersion relation is not even approximately quadratic, in the large scale. However, wherever a minimum occurs in the dispersion relation, the minimum can be approximated by a quadratic curve in the small region around that minimum. Hence, for electrons which have energy close to a minimum, effective mass is a useful concept.

In energy regions far away from a minimum, effective mass can be negative or even approach infinity. Effective mass, being generally dependent on direction (with respect to the crystal axes, is a tensor. However, for most calculations the various directions can be averaged out.

Effective mass should not be confused with reduced mass, which is a concept from Newtonian mechanics. Effective mass can only be understood with quantum mechanics.

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


text:
User:Annie Dean

Annie Dean Editor/Writer 2008 discussion Technical writing

Where in the world am I, and what do I want to achieve?

 * I am in Sydney, Australia, though originally from South Africa.
 * My goals are: I would like to be happy (:-; to focus my career in an area where I can learn, grow and make a decent living in the long term; to live in a comfortable beach cottage with the sound of the waves crashing below and a waterfall not far away... dreaming.

My background
I'm a bit of a jack of all trades, as long as no-one asks me to do sums :-). Those trades refer mostly to correctly positioning apostrophes, writing and making presentations and documents look pretty. I love words. I have a dislike of global corporate restructures and a love of quality output, as it pleases the eye and the mind and enriches lives (in my world anyway). I am currently on my way to finding a fantastic new job (i.e. I've quit my job and am frantically hunting for a new one).

I've lived and worked in Auckland, New Zealand and in Holland. My qualifications are in English and Linguistics and I completed a graduate certificate in Editing & Publishing in 2007. I love writing and am a keen learner. I have also held a range of jobs -- (in lieu of em rule) chemist assistant, aerobics manager/instructor, tracer (draughting)... and have done a bit of world travelling on a very small yacht. I love the beach and dancing around (though nothing I do is likely to make me famous in my suburb :-) I also love exercise (swimming, spinning, Pump classes), red wine, bread, fish, nice salads and risotto; my husband loves beer, red wine, steak, corned beef and paella.

I like to read...
Oh boy. I have read one impressive book that I really enjoyed - 'Anna Karenina'; then I have also read and enjoyed 'Fools Die' by Mario Puzo, where a main character complains about the long-winded pointlessness of Anna Karenina. Some interesting and strange books such as 'Only Forward' (Michael Marshal Smith) and 'Anansi Boys' (Neil Gaiman) appeal; The Poet (Michael Connely) etc. There's Kurt Vonnegut too and (cough) Ken Follet.

I will now attempt some minor edits on Wiki that will hopefully contribute in a small way to this global resource (which I think is just fabulous, darling).

title: User:Annie Dean


text:
Health/Essays/Secondhand Smoke

Secondhand smoke is defined as cigarette, cigar, or pipe smoke that is inhaled unintentionally by nonsmokers and may be injurious to their health if inhaled regularly over a long period.

Facts about Secondhand Smoke

 * Sidestream (directly into the air from the cigarette instead of through the interior) smoke is said to contain five times as much carbon monoxide as mainstream (through the inside of the cigarette).

 * Exposure to nicotine and secondhand smoke is measured by testing the saliva, urine, or blood for the presence of a chemical called cotinine. Cotinine is a byproduct of nicotine metabolization, and tobacco is the only source of this marker.

 * From 1988–91 to 2001–02, the proportion of nonsmokers with detectable levels of cotinine was halved (from 88% to 43%).

 * Over that same time period, cotinine levels in those who were exposed to secondhand smoke fell by 70%.

 * More than 126 million nonsmoking Americans continue to be exposed to secondhand smoke in homes, vehicles, workplaces, and public places.

 * Most exposure to tobacco smoke occurs in homes and workplaces.

 * Almost 60% of U.S. children aged 3–11 years—or almost 22 million children—are exposed to secondhand smoke.

 * About 25% of children aged 3–11 years live with at least one smoker, compared to only about 7% of nonsmoking adults.

 * The California Environmental Protection Agency estimates that secondhand smoke exposure causes approximately 3,400 lung cancer deaths and 22,700–69,600 heart disease deaths annually among adult nonsmokers in the United States.

 * Each year in the United States, secondhand smoke exposure is responsible for 150,000–300,000 new cases of bronchitis and pneumonia in children aged less than 18 months. This results in 7,500–15,000 hospitalizations, annually.

(Note: a standardization of nomenclature may be in order. There is a confusion of sidestream smoke (SSS)-- directly into the air from the cigarette--  with second-hand smoke (SHS) in the sense of already in and out of the smoker's lungs before it reaches the air.  The latter, SHS, is less dangerous than SSS because the smoker's lungs have removed the carbon monoxide and much other toxic $#!!+.)

At Risk Groups
Infants/Children
 * Infants and young children are especially susceptible: their lungs are still developing and childhood exposure to secondhand smoke results in decreased lung function. Children who breathe secondhand smoke are more likely to suffer from cough, wheeze, phlegm and breathlessness.

 * In children, exposure to secondhand smoke exacerbates 400,000-1,000,000 cases of asthma in the United States. New evidence suggests that secondhand smoke is a risk factor for induction of new cases of asthma among children and adolescents.

 * The current Surgeon Generals Report states that there is no risk-free level of secondhand smoke exposure. Even brief exposures can be harmful to children.

 * In the U.S., 33 percent of middle school non-smoking children and 30 percent of high school non-smoking children are exposed to secondhand smoke in their own homes. Based on levels of cotinine (a biological marker of secondhand smoke exposure), an estimated 22 million children aged 3-11 and 18 million youth aged 12-19, were exposed to secondhand smoke in the U.S. in 2000.

 * Exposure to secondhand smoke causes 150,000 to 300,000 acute lower respiratory tract infections (pneumonia and bronchitis) annually in children 18 months and younger; these infections result in 7,500 to 15,000 hospitalizations each year.

 * Secondhand smoke exposure causes buildup of fluid in the middle ear, resulting in 790,000 physician office visits. Middle ear infections are the most common cause of childhood operations and of childhood hearing loss.

 * A California EPA study estimates that 46,000 (range is between 22,700 and 69,600) cardiovascular deaths, 3400 lung cancer deaths and 430 sudden infant death syndrome (SIDS) deaths are annually associated with secondhand smoke exposure.

Pregnant Women
 * When a pregnant woman is exposed to secondhand smoke, the nicotine she ingests is passed on to her unborn baby.

 * Women who smoke or are exposed to secondhand smoke during pregnancy have a higher rate of miscarriges and stillbirths, have an increased risk of low birthweight infants, have children born with decreased lung function, and have children with greater risk of sudden infant death syndrome (SIDS).

 * Smoking during pregnancy causes genetic damage in the developing fetus that can be detected at birth, but also that passive - or secondary - exposure causes just as much damage as active smoking, and it is the same kind of damage.

Adults/Elderly
 * Secondhand smoke exposure causes heart disease and lung cancer in nonsmoking adults.

 * Nonsmokers who are exposed to secondhand smoke at home or work increase their heart disease risk by 25–30% and their lung cancer risk by 20–30%.

 * Secondhand smoke exposure causes an estimated 46,000 heart disease deaths and 3,400 lung cancer deaths annually among adult nonsmokers in the United States.

 * Elderly people who live in smoky environments have worse emphysema and bronchitis, than those who live in smoke-free situations.

 * Nonsmoking individuals living with heavy smokers have four times the risk of heart attack compared with those who live in smoke-free environments.

Smoking and Businesses
Smoke-free laws do not harm businesses. A comprehensive examination of smoke-free laws published in 2007 concluded that “the vast majority of scientific evidence indicates that there is no negative economic impact of clean indoor air policies, with many studies finding that there may be some positive effects on local businesses.”1

The creation of smoke-free establishments actually has many positive effects, while those places that allow smoking see negative consequences.

Health

 * There is overwhelming scientific evidence that secondhand tobacco smoke is a direct cause of lung cancer, heart disease and lung and bronchial infections.2

 * Smoke-free laws can help smokers by giving them clear air to help them quit or at least cut back. Workers become healthier, and healthier workers miss less work, are more productive, and have lower health care costs. 3

Direct Costs

 * The American Cancer Society reports that employees who smoke have an average insured payment for health care of $1,145, while nonsmoking employees average $762.26. 4

 * Going smoke-free reduces cleaning and maintenance costs. The Building Owners and Managers Association, a national trade group, reports that indoor smoking increases cleaning costs and states “secondhand smoke does not belong in buildings.” 5

 * The National Fire Protection Association found that in 1998 smoking materials caused 8,700 fires in non-residential structures resulting in a direct property damage of $60.5 million. 6

 * Fire insurance is commonly reduced 25-30% in smoke-free businesses. 7

 * Smoke-free laws add value to establishments. Restaurants in smoke-free cities have a higher market value at resale (an average of 16% higher) than comparable restaurants located in smoke-filled cities. 8

 * In 2004, a Department of Health study found that the New York city's restaurants and bars prospered despite the smoking ban, demonstrating increases in liquor licenses, jobs, and business tax payments. The report stated that tax receipts increased 8.7 percent from April 1, 2003, to January 1, 2004, compared to the same period in 2002–2003. 9

Indirect Costs

 * The American Productivity Audit, a national survey of over 29,000 workers, found that tobacco use was a leading cause of worker lost production time—greater than alcohol abuse or family emergencies. Quitting smoking, or even just cutting back, improves a worker’s productivity. 10

 * Smokers, on average, miss 6.16 days of work per year due to sickness (including smoking related acute and chronic conditions), compared to nonsmokers, who miss 3.86 days of work per year. 11

Here is a list of some notable businesses that have already gone smoke-free:

AT&T - BASF Corporation - Bechtel - BF Goodrich Tire Manufacturing - Boeing - Bristol-Myers Squibb Calgon - Coca-Cola - Dow Chemical Company - Dunkin’ Donuts - Dupont Chemical Company - Eli Lilly and Company - Federal Express - General Mills - Hain Celestial Foods - The Home Depot, Inc. - IBM - Johnson & Johnson - Kennecott Mining - International Truck and Engine Corporation - Lowe’s Companies, Inc. - Marcal Paper Mills, Inc. - MCI Communications - Merck & Company - Nestle - Purina PetCare Company- Nike, Inc. - Proctor & Gamble - Prudential Financial - Scott Paper Company - Sharper Image - Starbucks - Subaru Auto Assembly Plant (Indiana) - Target Corporation - Texas Instruments, Inc. - Tyson Foods - Union Pacific - Verizon - Westin Hotels

Results of Smoke-free policies

 * Many health benefits have resulted from smoke-free policies. The Institute of Medicine released a report in October 2009 that included eleven separate studies.  Each found smoking bans led to decreases in heart attacks ranging from six to forty-seven percent.

 * The American Heart Association studied and compared both North American and European communities that implemented smoke-free laws to those that did not. They found that seventeen percent fewer heart attacks occurred in communities with laws compared to communities without smoking bans within just one year of implementing smoke-free policies.

 * Studies show that support for smoke-free policies increases among both smokers and nonsmoker after they are implemented. After New York implemented a statewide smoke-free policy, support rose from 25% to 37% among smokers and from 74% to 86% among nonsmokers within the first two years. 14

title: Health/Essays/Secondhand Smoke


text: User:Surveytaker/Survey responses

title: User:Surveytaker/Survey responses


text:
User talk:Surveytaker

Welcome
Hello Surveytaker, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 23:51, 28 January 2008 (UTC)

title: User talk:Surveytaker


text:
User talk:Annie Dean

discussion Technical writing

Exercise 1
John Schmidt Known:
 * Wikiversity custodian
 * Exploring wiki as a tool for online learning
 * Has blog for discussing wiki issues and software improvements
 * Self-proclaimed science geek with particular interest in biology
 * Believes in biological origins of humanity

Not known:
 * Job/source of income
 * Location/nationality
 * Age
 * Sexual orientation/marital status/family

Feedback
The Not Known stuff...just make it up and be reasonable. TWFred 03:51, 17 September 2008 (UTC)

Exercise 2
How to make instant coffee for Wing Lee

Prepare tools and ingredients:

 * Kettle to boil water
 * A cup or mug
 * A teaspoon
 * Instant coffee
 * Sugar and/or milk if desired

Instructions:
 * 1) Boil at least one cup of water
 * 2) Once kettle is switched on, place one teaspoon of instant coffee powder in the cup (and, if desired, sugar to taste)
 * 3) Once the water has boiled, pour the water into the cup
 * 4) Add milk and sugar if desired
 * 5) Stir and serve.

Feedback
Use active voice and 2nd person pronoun.

Pour boiling water into your cup.

Exercise 3
Create a detailed persona of a "typical" Wiki user, including age, family background, education, and experience with computers. Wiki User: Amelie Ocean Age: 38 Family background: Married, no children; emigrant from France to Sydney, Australia Education: Postgraduate certification Experience with computers: Uses Microsoft programs daily at work.

Describe how they are using Wiki to achieve life goals. Amelie wishes to tailor her skills for a career in technical writing; to specialise and become an expert in her field. This will enable a focused direction.

Feedback
Too many "marketing" words. Be more specific.

She wants to learn about technical writing so she can earn more money. Therefore, she doesn't want to waste time on generalities. She wants specific exercises. TWFred 03:51, 17 September 2008 (UTC)

Describe what tasks they will complete with Wiki. Amelie will complete the Technical Writing exercises and then no doubt explore other areas of interest at Wikiversity.

What terms, specific to Wiki, are new to them. Colloquium, IRC, bots, sandbox server. Amelie doesn't know these terms, though they are not specific to Wiki.

Feedback
As an exercise, go to the wiki help and improve the definitions of these terms. (You're a natural, keep up the good work) TWFred 03:51, 17 September 2008 (UTC)

Exercise 4
Describe Wikepedia to your persona

Wikipedia is a free online encyclopedia. It is an extensive source of information, including definitions of most terms and concepts, with a wide range of links to related information on the internet and elsewhere.

Feedback
After the clear first sentence, you use generalities..."extensive" "most" "wide range" "related" "elsewhere".

Re-write with no generalities. Then send me a note. You're doing great...TWFred 03:51, 17 September 2008 (UTC)

title: User talk:Annie Dean


text: Category:WMGDS/Sometimes uses condoms

title: Category:WMGDS/Sometimes uses condoms


text:
User:Surveytaker

I have accounts at English language Wikipedia and at Commons. This account has been created to take part in the Demographics survey. It is intentionally anonymous.

title: User:Surveytaker


text:
User talk:Kpkenn4242

Welcome
Hello Kpkenn4242, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --mikeu talk 00:50, 29 January 2008 (UTC)

title: User talk:Kpkenn4242


text: User:GuillaumeTell/Survey responses

title: User:GuillaumeTell/Survey responses


text: Category:WMDGS/Has visited Kenya

title: Category:WMDGS/Has visited Kenya


text: Category:WMDGS/Has visited Turkey

title: Category:WMDGS/Has visited Turkey


text: Category:WMDGS/Wikipedia/notability not strong enough


text: Category:WMDGS/Politics/2008 US Presidential Elections/prefers Giuliani for republican nominee


text: Category:WMGDS/In a long term relationship


text:
User:GuillaumeTell

Uh ...

title: User:GuillaumeTell


text:
User talk:GuillaumeTell

Welcome
Hello GuillaumeTell, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --mikeu talk 02:06, 29 January 2008 (UTC)

Wikimedian Demographics update
Hello GuillaumeTell. I'm writing because you requested a reminder about progress on Wikimedian Demographics. For the time being these will be about once per month.

Speaking of reminders, it turns out the template question isn't the most efficient way of coming up with a mailing list. If you want to recieve this message on another of your talk pages (or don't want them at all), please edit the list on Wikimedian Demographics/Reminders.

To update on progress so far, there have been somewhere around 50 respondents over the past month, with more trickling in slowly but steadily. There are 7 major surveys (or 12, depending on how you count them):
 * 1) The basic survey (about your participation in Wikimedia)
 * 2) The "geography" surveys (actually 6 of those, for each inhabited continent)
 * 3) The Operating System survey (still stubby)
 * 4) The Wikipedia survey
 * 5) The Commons survey
 * 6) The US presidential elections survey
 * 7) The sexuality and relationships survey

Only the geography surveys have had any major modifications since being originally posted (more countries were added to those).

Several new surveys have been discussed at Talk:Wikimedian Demographics, as well as other places within Wikiversity. A few that might be ready sometime in February include:
 * A survey about Women in Wikimedia
 * A survey about Wikibooks
 * A survey about Wikiversity
 * A survey about administrative issues (including cross-wiki topics such as CheckUser and "global blocking")
 * A survey about environmental issues
 * A survey about religion
 * A survey about international trade

If you have ideas for more surveys, please share them on Talk:Wikimedian Demographics. Thanks for your participation thus far, and we hope to see you soon! --SB_Johnny | talk 11:55, 5 February 2008 (UTC)

title: User talk:GuillaumeTell


text:
User:Rsrblm1

Some Real info

 * Occupation: Electrician

Beaufort County Community College Washington, N.C.
 * Education: A.A.S. Electrical/Electronics Technologies

 * Residence: Warren, OH

What I'm Doing
currently: Working at Taco Bell...Help me change that!

Studies Here

 * Computer science

 * Environmental science

 * History

 * Japanese (language and culture)

title: User:Rsrblm1


text: Category:Czech Vocab Resources

title: Category:Czech Vocab Resources


text:
User:Pjotr260543

Hello,

I am a Dutch male, 65 years old. I have two university degrees, an MA from Utrecht University, with specialisation in English Language and an MBA from Bradford University, Great Britain. At the moment I am following a minor course at the University of Humanistics, Utrecht, the Netherlands.

My work experience is diverse; I have served as a teacher of English a policy adviser to the Utrecht University Board on education and on organization. I have been the head of the P&O Department at the University, a managing director of the faculties of Philosophy and Letters and Arts and finished my career as the CIO of the University.

title: User:Pjotr260543


text:
User talk:Pjotr260543

Welcome
Hello Pjotr260543, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Countrymike 06:47, 29 January 2008 (UTC)

title: User talk:Pjotr260543


text: User:Sluzzelin~enwikiversity/Survey responses


text:
User talk:Sluzzelin~enwikiversity

Welcome
Hello Sluzzelin, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 07:23, 29 January 2008 (UTC)

 * Thanks for the warm welcome and links, Erkan. ---Sluzzelin 07:27, 29 January 2008 (UTC)
 * You are welcome. Have fun around her, see you. Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 07:28, 29 January 2008 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:43, 17 March 2015 (UTC)

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

title: User talk:Sluzzelin~enwikiversity


text:
User:Sluzzelin~enwikiversity

Sluzzelin at Wikipedia

title: User:Sluzzelin~enwikiversity


text:
User talk:Md. Aliullah

Hi. This is Md. Aliullah

title: User talk:Md. Aliullah


text:
Czech Language/Days of the Week

Related Vocabulary

 * den = day
 * týden = week
 * dnes = today
 * včera = yesterday
 * zítra = tomorrow
 * předevčírem = the day before yesterday
 * pozítří = the day after tomorrow
 * tento týden = this week
 * minulý týden = last week
 * příští týden = next week

title: Czech Language/Days of the Week


text:
Refrigeration and air conditioning

Refrigeration and Air Conditioning requires the movement of energy from a lower energy(ie. Lower Temperature) reservoir to a higher energy reservoir. This Process cannot occur without additional energy being supplied to the system. One common system used is the vapour-compression refrigeration cycle.

Vapour-compression refrigeration cycle
This Cycle consists of an evaporator, compressor, condenser and an expansion valve. The Refrigerant moves in this order through the cycle. In order to absorb energy from the low temperature reservior the Refrigerant must be below the temperature of the low temperature reservior when it enters the evaporator.

Evaporator
Facilitates the movement of energy from the low temperature reservior to the Refrigerant. This results in a temperature increase of the Refrigerant and a temperature decrease in the room or fridge.

Compressor
The system is able to work because of the energy input to the compressor (Wnet,in). The Compressor does work on the refrigerant to compress it. As a result of compression the refrigerants pressure and temperature increase (to a value higher than the high temperature reservior).

Condenser
The condenser facilitates the movement of energy from the refrigerant to the high temperature reservior. This results in the refrigerants temperature decreasing.

Expansion Valve
The Expansion Valve reduces the pressure and temperature via the effects of throttling.

Wikipedia

 * Air conditioning
 * Heat pump (can both heat and cool)

title: Refrigeration and air conditioning


text:
Template talk:Wmdgs-nationality, residence, and travel (Europe)

List request from Talk:Wikimedian Demographics 11:47, 29 January 2008 (UTC) please add flag image filenames within pres and/or update the template: Flag image (do not include the "Image:" prefix) = Flag of Bulgaria.svg Flag image (do not include the "Image:" prefix) = Flag of the Czech Republic.svg Flag image (do not include the "Image:" prefix) = Flag of Hungary.svg Flag image (do not include the "Image:" prefix) = Flag of Romania.svg Flag image (do not include the "Image:" prefix) = Flag of Slovakia.svg

Czech Republic, Slovakia, Hungary, Romania, Bulgaria


text:
Template talk:Wmdgs-nationality, residence, and travel (Asia)

List request from Talk:Wikimedian Demographics 11:49, 29 January 2008 (UTC) please add flag image filenames within pres and/or update the template: Flag image (do not include the "Image:" prefix) = Flag image (do not include the "Image:" prefix) = Flag image (do not include the "Image:" prefix) =

United Arab Emirates, Pakistan, India.


text:
Category:Fair use files

Images using Template:Fairuse are add to this category.

Please read the Wikiversity fair use Exemption Doctrine Policy before adding this license to an image.

title: Category:Fair use files


text:
User talk:Baadshah~enwikiversity

Welcome
Hello Baadshah, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 13:37, 29 January 2008 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:29, 17 March 2015 (UTC)

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

title: User talk:Baadshah~enwikiversity


text:
User talk:Md aliullah

Welcome
Hello Md aliullah, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 13:37, 29 January 2008 (UTC)

title: User talk:Md aliullah


text: Category:Smoking

title: Category:Smoking


text:
Assistant teacher program/Forum/Mandatory assistant teacher office only for high-track students

Mandatory assistant teacher office only for high-track students
In a comprehensive school with several tracks one could decide to make an assistant teacher program mandatory only for high-track students or students who attended a sufficient number of high-track courses.

Low-track students may be less qualified as assistant teachers and a school may be able to demand mandatory participation in an assistant teacher program for high-track students more convincingly than for all students.

One could also argue that high-track students did receive an advantage through separation from low-track students and that only high-track students consequently had a moral obligation to compensate the effect.

On the other hand one could argue that low-track students might benefit even more, in the role of assistant teacher, from the motivation and the academic goals of an assistant teacher effort. In a comprehensive school there may be some students who remain unqualified as assistant teachers but many low-track students could potentially benefit from joining an assistant teacher effort. A student who had learned to see things from the perspective of a teacher in an academically less challenging subject could be expected to benefit from the experience in academically more challenging subjects, even if he remained unqualified to be an assistant teacher in those subjects.


text:
Template:Plain

Resources

 *
 *
 *
 *

title: Template:Plain


text:
User talk:Rwagasana

Welcome
Hello Rwagasana, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 19:24, 29 January 2008 (UTC)

title: User talk:Rwagasana


text:
Template:Wmdgs-women-and-wikimedia-survey1

This is not yet a survey - it's not even a usable template :-) - so don't use for the moment. Please, however, add ideas for questions, and help turn it into a usable template/survey at Wikimedian Demographics/Women and Wikimedia


text:
Trigonometry/Angles

An angle is made of two rays with a common endpoint in a single plane.

All angles consist of a few primary parts: an initial and a terminal ray, and an angle measure.

The vertex of the angle is the point at which the initial and terminal ray intersect. Rotating about the vertex from the initial to the terminal ray gives the angle measure.

The measure of an angle is defined as the length of an arc between the initial ray and the terminal ray of a unit circle whose center is at the common end point. There are different ways to measure the size of an angle. It may be given in terms of :

 * in radians, defined as the length of the arc described above, or

 * in degrees, 1/360th of a circle.

An angle is frequently denoted by a greek letter, typically $$\theta$$. When an angle $$\theta$$ is measured in radians, there is the following relationship between $$s$$ (the arc length on a circle cut off by that angle), $$r$$ (the radius of that circle), and $$theta$$ measured in radians:

$$s=r \theta\,$$.

Using elementary algebra:

$$\theta=\frac{s}{r}$$ and $$r=\frac{s}{\theta}$$

Thus, value of θ could be measured using any circle and not just the unit circle by taking the ratio of the arc length to the radius. Further the size of θ is independent of the size of the circle, since the ratio remains the same as the radius and arc length change proportionally. Also, with this interpretation of the angle measure, notice that the angle is measured by taking the ratio two quantities which would have the same units of measure namely, what ever units we are measuring length. As such the resulting angle measure is said to be unitless which has important ramifications in applied settings.

Reading: Wikipedia: Measuring Angles

Videos: Introduction to angles Angles (part 2) Angles (part 3) Radians and Degrees

Quiz: /Quiz/

title: Trigonometry/Angles


text:
User talk:Maximr

Welcome
Hello Maximr, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Maximr 23:53, 29 January 2008 (UTC)

title: User talk:Maximr


text:
User:Maximr

en:User:Maxim

title: User:Maximr


text: Category:WMGDS/Heterosexual

title: Category:WMGDS/Heterosexual


text:
File:RegisterTab.jpg

Summary
This is a webshot of a register screen for Fracture

title: File:RegisterTab.jpg


text: File:Dosshell.jpg

title: File:Dosshell.jpg


text: File:New microsoft keyboard.jpg

title: File:New microsoft keyboard.jpg


text: File:Microsoft Scandisk (Windows 98).png


title: File:Ab38033.jpg


text:
User:Jessica c11~enwikiversity

Also Known as Jessica Cooper. Born in 1987 to Marvin and Melinda Cooper.

Enjoys the color purple and reading.

title: User:Jessica c11~enwikiversity


text:
User talk:Jessica c11~enwikiversity

Welcome
Hello Jessica c11, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Countrymike 03:10, 30 January 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Jessica c11. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Jessica c11~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:34, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:12, 19 April 2015 (UTC)

title: User talk:Jessica c11~enwikiversity


text:
User:Oly~enwikiversity

www.oly.cc www.youtube.com/oly170 www.flickr.com/owlyoly www.myspace.com/oly

title: User:Oly~enwikiversity


text:
User talk:Oly~enwikiversity

Welcome
Hello Oly, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --mikeu talk 04:44, 30 January 2008 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:17, 19 April 2015 (UTC)

title: User talk:Oly~enwikiversity


text:
Assistant teacher program/Forum/Assistant teachers for courses during the afternoon

Assistant teachers for courses during the afternoon
In an all-day school scenario assistant teachers can also be used for courses during the afternoon but it may be important not to allow the assistant teacher effort to be reduced to homework supervision. Homework supervision can be part of an assistant teacher effort but it is insufficient as the sole purpose of the effort because the assistant teachers receive motivation from doing creative group work themselves in oder to prepare lessons and from being educators.


text:
Template talk:Wmdgs-women-and-wikimedia-survey1

The initiative for this came from Milos Rancic's interview survey of "Women and Wikimedia projects". However, the questions used in that interview are not particularly usable in the context of a questionnaire (with yes/no, and scale of 0-5 answers). In any case, this questionnaire survey needs to be constructed so as to give useful data - what kinds of questions are appropriate/necessary here? Cormaggio talk 09:55, 30 January 2008 (UTC)


text:
Wikimedian Demographics/Women and Wikimedia

This is a page to organise a survey on "Women and Wikimedia projects", as part of the Wikimedian Demographics project. Hopefully, this page will generate a list of useful questions to be asked, and facilitate discussion on the survey's methodology, and how it might be best implemented. (Eg. is this to be answered only by women, or is it a questionnaire about women?) There is also a page on Wikimedian Demographics/Gender issues which will coordinate all surveys related to gender - general gender-related ideas/issues can be raised here, on that page, or on Talk:Wikimedian Demographics.

Questions

 * Are you male or female (m/f)? (This would be moot, if the survey is only to be answered by women.)
 * Are you an admin of any Wikimedia projects? (y/n) (Is this necessary/interesting?)
 * Have you found there to be issues related to your gender while contributing to Wikimedia projects? (y/n)
 * If so, has this issue been addressed either personally, or in general? (y/n - perhaps yp ["yes, personally"], yg, and n?)
 * If it has been dealt with, how would you rate this as having being dealt with, on a scale from 0-5? (o = very badly; 5 = very satisfactorily)
 * Have you perceived a gender-related problem related to someone else in the community?
 * If so, has this issue been addressed either personally, or in general? (y/n) (could we have yp,yg, and n?)
 * If it has been dealt with, how would you rate this as having being dealt with, on a scale from 0-5? (o = very badly; 5 = very satisfactorily)

Methodology
What questions do or don't lend themselves to yes/no answers? Cormaggio talk 12:20, 30 January 2008 (UTC)

Discussion
What kinds of questions would be useful here? Are the questions of something being "dealt with" too naive? Cormaggio talk 12:20, 30 January 2008 (UTC)

Resources

 * Milos Rancic's interview survey
 * Wikichix


text:
User talk:Horologium

__NOINDEX__

Welcome
Hello Horologium, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! SB_Johnny | talk 13:52, 30 January 2008 (UTC)

Asian countries
Thanks for researching the flags! I'll integrate them into the template now :). --SB_Johnny | talk 13:52, 30 January 2008 (UTC)

 * Heh, done now... hopefully it works :) --SB_Johnny | talk 13:56, 30 January 2008 (UTC)

 * No, you should just be able to add the "template field" and it will work fine :). So at the bottom on the Asia template, just add the following 2 lines somewhere:

 * Japan =

 * South Korea =

--SB_Johnny | talk 14:21, 30 January 2008 (UTC)

 * Oh, almost forgot: see the template talk pages for adding countries:  Template talk:Wmdgs-nationality, residence, and travel (Asia) and Template talk:Wmdgs-nationality, residence, and travel (Europe). I think it's probably easier if people don't have to edit the template itself, since a lot of folks aren't really familiar with template scripting in general. --SB_Johnny | talk 14:24, 30 January 2008 (UTC)

 * nm, I added them to see if the template was working... it does :). --SB_Johnny | talk 14:27, 30 January 2008 (UTC)

 * I was having a blond moment; I couldn't figure out why they weren't appearing, oblivious to the fact that they won't show up when added to the Oceania section. :\ Horologium 14:30, 30 January 2008 (UTC)

 * XD. Happens to the best of us :) --SB_Johnny | talk 14:48, 30 January 2008 (UTC)

title: User talk:Horologium


text:
User:Horologium

For more about me, see my user page at the English Wikipedia.

title: User:Horologium


text: Category:WMDGS/Has visited Japan

title: Category:WMDGS/Has visited Japan


text: Category:WMDGS/Has visited South Korea

title: Category:WMDGS/Has visited South Korea


text:
Wikiversity:Developing Wikiversity through action research/Intended outcomes

Please add your ideas here...

 * Critical thinking - I believe we should strive to be critical in our conceptualising and understanding of Wikiversity, and our places and actions within it. (Note: this does not mean we need to criticise each other, but rather we should adopt a framework of critical thinking - our understanding of this needs to be developed collaboratively.) Cormaggio beep 20:35, 23 January 2007 (UTC)


text:
User:Open Research/DIUS consultation

Response to the DIUS Consultation on Innovation We are pleased to see that the DIUS has taken an interest in User-Led (Democratic, Civic, Open or User-Centric) Innovation.

However, we wish to make four main points:

1.	DIUS – or Dialogue By Design – need to examine the definition of Open or User-Led innovation used in the consultation document. Open Innovation is not, as the document says, simply about ‘out-sourcing some of the ideas generation process to others’ (DIUS 2008). What differentiates User-Led or Open Innovation from more conventional approaches is not only the source of ideas but also who and what is involved in acting upon and taking these ideas to fruition. CENTRIM and SPRU Research funded by the ESRC and SEEDA has synthesised research on this topic and has created a typology of user-led activities which the Government may use to help it develop innovation policy in this area.

2.	If users can be more than an inspiration, but can also innovate themselves, it is helpful to abandon the notion of citizens-as-consumers, or, at the very least, temper it with the additional idea of citizens-as-innovators. Innovation policy needs to recognise that user-led innovation activities span the whole spectrum from users contributing ideas to users creating or changing products, services and systems.

3.	The Government asks if there are areas of existing government policy that constrain the ability of consumers to demand or obtain innovative products and services (DIUS 2008). It is possible that provisions to ban the development, ownership and distribution of so-called ‘hacker tools’ among amendments to the Computer Misuse Act included in the Police and Justice Act 2006, may constrain innovation in this, and other sectors, for example, it may hinder innovation in secure computing systems. We highlight the fact that Neuros Technology International recently created a video recorder called Neuros OSD, which is designed to be hacked by users. The company offers prizes to those users who innovate in this way: recently one customer-innovator modified the technology so YouTube clips can be played on television. Founder and Chief Executive Joe Born says that encouraging hacking is a way of maintaining dynamic capabilities. ‘Digital video is a fast-moving space,’ he says. ‘consumers don’t want to buy a new piece of hardware every time a media company comes out with a new way to watch its shows. The best way to address this problem was to make the product open source, allowing our smartest developers and users to modify it.’ (New York Times 2008)

4.	The Government asks how it can build innovative capacity and on creating the right conditions for companies to innovate. We say, firstly, by recognising that it is not only firms and scientists that innovate; citizens do too. Secondly, the Government can encourage innovation by providing more opportunities for citizens to receive help from specialists in academia, to assist with real-life challenges identified by the citizens themselves (through voucher schemes and publicly-funded collaborative calls with charities/NGOs, perhaps). A pilot ‘Citizen Innovators’ scheme, perhaps supported by a raised Working Tax Credit/Working Families Tax Credit for those working in Social Enterprises might be considered. Previous research has established than some potential innovators are lost in the ‘leaky pipeline’ of early research careers. We also suggest that multiple criteria for eligibility (graduates must be of a particular nationality, live within easy transport reach of a particular organisation and have qualifications in a particular field) are not helpful to encourage knowledge transfer. It might be more advantageous to simply fund more knowledge transfer relationship-building events, and knowledge transfer secondments to recent graduates of any nationality and subject, provided they can demonstrate user need through a letter from a firm, charity/NGO, policy or media organisation.

title: User:Open Research/DIUS consultation


text:
User talk:Mbalestra

Welcome
Hello Mbalestra, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:25, 30 January 2008 (UTC)

title: User talk:Mbalestra