text:
User:Indech

{| cellpadding="4" style="background: transparent;"
 * valign="top" align="left" style="background:#FFFFFF; padding-left:1em;" width="100%"|

 * valign="top" align="left" padding-left:1em;" width="240"|

{| cellpadding="4" style="border:1px solid #F0E68C; background-color:#F5F5DC; margin-left:.1em; margin-top:2px; -moz-border-radius:15px;" width="240px"
 * [[Image:Toda Hut.JPG|220px]]

[[Image:Crystal_Clear_action_build.png|20px]] Bio
Name: Daniel Indech DOB: June 9th, 1979 Occupation: Advertising Last Known Adress: São Paulo (SP)

On Portuguese Wikipedia since September 17th, 2004

 * }
 * }

title: User:Indech


text:
User:Mac Davis

Under construction.

View my wikipedia user page!

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

title: User:Mac Davis


text:
Nanotechnology

Learning resources and projects

 * Nanotechnology readings
 * Electron Beam Lithography

Scholarly papers

 * Fuel-Powered Artificial Muscles

Open source software

 * SXM++ - Program to capture data from scanning tunneling microscopes

 * Archives

title: Nanotechnology


text: User talk:Rishichauhan

title: User talk:Rishichauhan


text: User talk:Sofian

title: User talk:Sofian


text: User talk:Chaudhary

title: User talk:Chaudhary


text:
User talk:Mac Davis

Welcome and...
Thanks for your interest in Wikiversity the Movie. I included a link to "TheWikicaster" video on our new YouTube project page. You might want to get involved in other Internet Audio and Video projects. If you use IRC, pop in anytime to #wikiversity-en and participate in our occasional VoIP experiments! -- CQ 18:41, 26 April 2007 (UTC)

Re: Wikiversity the Movie (15th August 2009)
Hello, there is a new time frame set for the Wikiversity the Movie: it is 15th August 2009 - our next Wikiversity Day. Are you still interested in helping with the music/soundtrack ? If so, please leave a note at: Talk:Wikiversity the Movie/Music. See you, Erkan Yilmaz uses the Chat (try) 14:32, 23 August 2008 (UTC)

 * Hi - I think you may just have missed Erkan - he looks to be on wikibreak. :-( But I know there are still people watching those pages, myself included. Please be bold, and help make it happen! Cormaggio talk 16:01, 16 September 2008 (UTC)
 * Hey - yeah, Wikiversity is going through a turbulent time at the moment. I'd say, if you want to make a contribution, just get stuck into where you're interested, and wait for the Return of the Damaged Editors. :-) Cormaggio talk 13:32, 19 September 2008 (UTC)

title: User talk:Mac Davis


text:
User talk:1alearn

Invitation
Dear user of Wikiversity,

Do you like to join a reading club, where you can read and discuss literature? Reading clubs could have active and inactive participants. Active participants could be required to edit on a regularly basis untill a deadline is reached and another topic can be chosen for reading and discussing. Hopefully, reading clubs can ensure a social network on Wikiversity of people cooperating with eachother and becoming friends while discussing knowledge.--Daanschr 09:17, 1 November 2007 (UTC)

title: User talk:1alearn


text: Category:Nanotechnology

title: Category:Nanotechnology


text:
Wikiversity talk:Teacher advising

While some of university "tuition" stems, in my mind, from the fair trade of knowledge for cash- a greater amount of that trade is for the portability of knowledge or skills proof. In other words, I don't see how we can charge $1000 for courses/classes, when the resultant degree is not recognized by any other institution or employer. Just a thought.

title: Wikiversity talk:Teacher advising


text: User talk:Wikix

title: User talk:Wikix


text:
User talk:BotheredByBees

=Cert 4, Websites= Hi Bees, I really like the Cert 4 Websites page you have started. Will be a huge development.. have you been taking with Michael over at Web Design? Normally I would bork at the Australia centric training package terminology, but on second thoughts I think it adds to it. I don't see any reason why there can't be any number of courses from many different regions where people can choose which one they can do and feel as though they are following an authentic learning path that institutions use and could possibly recognise. You've made me reconsider my universal design approach with wikiversity. --Leighblackall 09:24, 14 February 2007 (UTC)

Course numbers, or something...
Hi, I saw you are creating an interesting set of pages in the family of ICAS4201A Transfer content to a website using commercial packages. I am curious what the "ICAS4201A" means. I am not sure if it is a course number, or something else. If you would let me know the rational I would greatly appreciate it; we want to make the content on Wikiversity as clear and user friendly as possible. So perhaps we could either explain the rational to users or if it is a course number take some other course of action. Thanks. --Remi 18:23, 19 April 2007 (UTC)

 * Hi Remi - it's a national Australian code for an "official" unit of competency that is part of the Cert IV Websites Qualification in Australia. We're trying to structure the links to the qualifications so that qualifications from other countries can be added too... see Web design qualifications. We're trying to separate the 'content' from these unit of competency pages so that the content remains under the globally accessible Topic:Web design and the Australia-specific unit of competency pages just link to the content there. Hope that helps! Michaelnelson 02:39, 20 April 2007 (UTC)

HI Bothered my name is Bryan Gullickson. Im the guy who built caseless2 and i found cool its in here,not sure where but are you the 1 who put it on that page. B.G.Smarttele 01:16, 28 August 2008 (UTC)

title: User talk:BotheredByBees


text: File:FVP.png

title: File:FVP.png


text:
Space science informatics

Earth and Space Science Informatics Area
This is an effort to see how one would start a division of Earth and Space Science Informatics at the Wikiversity. Having never done this before, we need to figure out how to create a subdivision of the general Informatics section. One particular area of interest is online resources that embed pointers to scientific datasets and tools for interacting with those datasets. The goal is to use this as a mechanism for incorporating Earth and space science datasets into the world wide web.

''One concern is what happens if the wikiversity does not catch on after considerable effort has been used to create educational resources in the ESSI division. It will be important to have a mechanism for reusing the materials elsewhere without a major conversion effort.''
 * The mediawiki code is available at Sourceforge and database backups should be available at http://meta.wikimedia.org/wiki/Main_Page.

Many ESSI topics are in the area of data systems:
 * delivery systems
 * real-time push or subscription such as the Unidata LDM/IDD and BRSS Antelope.
 * retrospective pull or on-demand client/server protocols such as OPeNDAP and the Open Geospatial Consortium (OGC) Web Coverage Service (WCS) and Web Feature Service (WFS).
 * discovery facilities
 * data access tools
 * metadata creation and service mechanisms
 * analysis and display clients

Currently there is a strong movement to make such capabilities available in the form of web services:
 * data services
 * catalog/metadata services
 * data processing services

title: Space science informatics


text:
Template:FVP

 This Wikiversity main namespace page is frequently visited.Please contribute to the improvement of this page by editing orleave your suggestions/comments on the discussion page (talk page). Use this template to request comments from people who browse Wikiversity and edits that will make the page more useful to learners. Use the template this way:

title: Template:FVP


text: Category:Page comment requests

title: Category:Page comment requests


text:
Ethnobotany

The study of people and their interaction with plants is broadly defined as ethnobotany. The essay further down this page gratefully accepts fact-checking in order to supply the citations, quotations, links and references.

Man's/Wife's best friend (Vegetative Republic)
This essay traces the development of modern Cannabis sativa, starting in the orient millennia ago, as an example of ethnobotany, of great importance to the modern world.

Primate family tree
A chart furnished by Frans de Wals in his groundbreaking Bonobo: the forgotten ape (1996) indicates that the orangutan diverged from the common ancestor (with humans, etc.) about 14 million years ago; the gorilla 10 million; the human vs. chimpanzee-and-bonobo divide occurred 6 million years ago (and chimp and bonobo divided from each other about 3 million years ago).

Primate-predator development
Orangutans, gorillas, bonobos and gibbons are believed to be almost entirely vegetarian, whereas studies by Goodall and others over the last three decades show that chimpanzees may eat as much as 20% of their diet from meat sources, mainly monkeys and termites.

A National Geographic publication, The Great Apes (published about 1996) has a four-picture spread showing (a) an alpha (boss) chimp, nicknamed "Brutus" by the researchers, watching the trees and presumably picking out a vulnerable monkey to be pursued; (b) a group of chimps standing around on the forest floor tearing a captured monkey apart and distributing limbs to different hunting-party members; (c) Brutus comfortably seated holding head and shoulder of a monkey, prior to spending several hours chewing it (for lack of cookstove technology to soften the meat), and (d) a female chimp with a piece of monkey, which according to the text had been given her by Brutus-- for Chimpgod knows what services-- thus clarifying the origin of "money" (i.e. the key is the "k" in "monkey").

Human (cooked-meat) predatorism
It is said that humans first began domesticating fire in Africa 1.8 million years ago in order to cook-- and preserve a few days longer-- the meat of large animal carcasses hunted down by groups of men and possibly dogs. (Since which time, men are cooked-meat animals while chimps are raw-meat animals; similarly dogs are cooked-meat animals whereas wolves are raw-meat animals.) This permitted larger population groups to consume large meat animals hurriedly thus reducing waste; through cooking, a carcass could be fully consumed before spoilage occurred.

As this technology spread around the world, women went out woodgathering for the cooking fires, and a tree ring, or line beyond which there still was some wood to gather, would begin receding from each human habitation. Eventually each clan or village would exhaust the cooking fuel in its immediate neighborhood and have to move on to new quarters (slash and burn). In this way desertification began on a hitherto unknown scale, speeding up further about ten thousand years ago with the development of animal husbandry, or the institutional enslavement of captive herds of meat animals.

Large animal extinction and birth of animal husbandry
Just recently, in December 2008, news arrived of studies showing that a large comet or asteroid struck the earth, possibly in North America near the Great Lakes, about 13,000 years ago as attested by the finding of huge numbers of nanodiamonds in the corresponding geological layer. Missing from higher layers are any remainders of mastodons, woolly mammoths, etc. Perhaps it can be surmised that into the resulting vacant environmental niche throughout the northern hemisphere somewhat smaller mammals, such as the ancestor of today's oxen or beefcattle, expanded. This enabled northern human populations to expand because these animals were somewhat easier to catch, slaughter, butcher etc.

By about 10,000 years ago a fateful change had occurred, whereby instead of hunting down animals on an occasional basis (such as the buffalo until recently in North America), humans, especially in Eur-Asia, learned to lure and grain-feed herbivores, leading to capture and enclosure and a corresponding interest in raising feed grains for the resulting proprietary herds, i.e. the famous and beloved agricultural revolution. This greatly accelerated the slash-and-burn process, converting forest to grasslands to feed the beefcattle, and leading to other developments such as group competition for resources to feed expanding human and domestic animal populations with a corresponding arms race and tendency toward a warlord or despotic social system.

Cannabis and the cooking revolution
Now the women had more work to do than ever, cooking not only meat for bigger families and villages but also the feed grains for which humans too had acquired a taste. Species such as wheat evolved quickly under dietary use and became the "staff of life".

In due order it was discovered that a few woody-stem plant species, particularly the annual herb Cannabis, were able to produce biomass fast enough to keep up with the cookstove depredations, and when women dragged stalks of cannabis to the house, shaking seeds loose along the way, "plantations" of cannabis ("hampsteads" etc.) grew up, especially first in southern Asia, providing stove fuel and other useful products contributing to the growth of immense human populations such as those in China and India. (Cold-climate dwellers found the cannabis stalks useful in housing construction, especially "thatchers" who learned to use them for roofing.)

Genetic convergence of human and cannabis species
As a bonus, over the course of time cannabis growing on human-waste dungpiles developed into strains which were sensitive-- and responsive-- to animal hormone residues in the human fertilizer. In this way the species "learned" to produce answering-hormones which could attach to what are known today as "cannabinoid receptors" in the human brain, and when stalks and leaves containing these substances were burned in the family stove, and the smoke (containing cannibinoid vapors) inhaled by Mom and the kids, profound religiobotanic concepts were protomeditated resulting in today's beautifully bound canon (i.e. cannabin) of Holy Scriptures full of admonitions like "In the sweat of thy brow thou shalt eat bread" (i.e. it gets hot and smoky in Mom's kitchen).

Within the lifespan of humans living today, a latter-day technology grew up breeding strains of (vegetable) Cannabis, alias Dagga, with the desired characteristic of producing large amounts of the above cited response-hormones, just as humans have also bred strains of (animal) Canis, alias Dog-- to the point that today you can get a dog any shape, color and size from two pounds to 300.Treedesigner 02:14, 3 January 2008 (UTC)

News about cranberries
http://www.sciencedaily.com/releases/2008/01/080110123918.htm --Remi 01:40, 14 January 2008 (UTC)

title: Ethnobotany


text:
Template:Audio

Media:

title: Template:Audio


text:
Template talk:Audio

How to use this template
->

 * parameter 1: file name (no Image: prefix)
 * parameter 2: words to appear as clickable link (takes reader directly to the sound file, 'file' takes them to the file description page)

Possible improvement
I find this template to be useful. There could be one improvement.

Currently, the word "File" appears after the link. The word "File" is a bit confusing. I wonder if "Source" might be a better word. Robert Elliott 12:40, 15 February 2007 (UTC)

 * We can try it as "source" for a while. --JWSchmidt 14:09, 15 February 2007 (UTC)

How to use this template (version 2)

 * Same as above but exagerated :

Here are the elements of this template :   which creates the code :

 * parameter 1: use the file name but without the prefix "Image:"
 * parameter 2: words to appear as clickable link. If the reader click on the name of the file, it takes reader directly to the sound file.  If the reader clicks on the word 'file', it takes them to the file description page.

title: Template talk:Audio


text:
Body chemistry

Chemistry is an extremely important topic in physiology. Most physiological processes occur as the result of chemical changes that occur within the body. These changes include the influx/efflux of ions across a neuron's membrane, causing a signal to pass from one end to the other. Other examples include the storage of oxygen in the blood by a protein as it passes through the lungs for usage throughout the body.

Fundamentals

The smallest building block of chemistry is the atom. The atom is subdivided into three atomic particles: the proton, the electron, and the neutron. Protons carry a positive charge. Electrons carry a negative charge. Neutrons have no charge at all.

title: Body chemistry


text:
Category:Introduction to Computer Science

pt:Categoria:Introdução à Ciência da Computação


text:
User talk:Mikeypitt7

American Revolution
I studied American Revolution and I feel great. Would you please expand the chapter?--Wasami007 (discuss • contribs) 10:26, 11 May 2019 (UTC)

title: User talk:Mikeypitt7


text: User talk:Benedetto XVII

title: User talk:Benedetto XVII


text:
User talk:Ella~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Ella. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ella~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 23:35, 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) 06:07, 19 April 2015 (UTC)

title: User talk:Ella~enwikiversity


text:
User talk:Filip~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Filip. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Filip~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 23:32, 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) 06:08, 19 April 2015 (UTC)

title: User talk:Filip~enwikiversity


text: User talk:Mrzonules

title: User talk:Mrzonules


text: User talk:Hj.lee

title: User talk:Hj.lee


text: User talk:Khicon

title: User talk:Khicon


text: User talk:Wikijeff

title: User talk:Wikijeff


text:
Talk:Web Design/The Structure of HTML

The examples using the bold and italics should probably be replaced with strong and em tags. Though bold and italics apparently are not depricated in HTML-4.01, or xHTML-1.1, they appear to have been dropped from the xHTML-2.0 draft specification. —Wikijeff 03:48, 20 September 2006 (UTC)

 * The intent was to take someone comepletly unfamiliar with any actual HTML tags and to show them how to use them to 'mark-up' content. I used bold and italics so that the relationship between the tag and the result could be more clearly shown. I do not have any problems with it being changed, as long as the relationship can be clearly explained. I wanted to avoid any discussion of Separation of Style and Content at this level in order to keep the activity short and to keep a very tight focus. I think a separate activity or less on Separation of Style and Content would be the best way to adress the issue. I think any of the above proposed changes should take place if it can be done without changing the point of the lesson: To introduce the idea and form of HTML elements. -- Talonhawk 04:25, 20 September 2006 (UTC)

HTML vs XHTML
Perhaps a fork of this article to an intro to XHTML might help alleviate the confusion for totally new web designers? Especially in the case of those who are not yet familiar with the terminology used. I am concerned that a discussion of DOCTYPE in this article/lesson/activity would be a bit premature. Talonhawk 18:39, 5 October 2006 (UTC)

 * Agree that a discussion of DOCTYPE would be a bit premature. I've just cleaned up What is HTML, in those examples I've included a DOCTYPE but it's not discussed at all, it's just part of what people cut-n-paste. (Also, check out the new Activity template, needs some style yet)

 * As for discussion of separation of style and content, I'm of the opinion that everything should be introduced slowly... rather than saving it all up for one main activity later on. To see an example of what I mean, take a look at the activity at the start of Build a basic web page. So rather than discussing the separation of style and content at an early stage, if we just model it, that should be enough... my 2c! Michaelnelson 19:51, 17 December 2006 (UTC)

 * I agree, understanding what semantic content even means from a philosophical standpoint can be daunting at first. It is very much like naming conventions for files, people will learn over time as they see examples of *good* methods of naming and organizing files. Talonhawk 20:45, 25 January 2007 (UTC)

Try it! to Activity
I noticed the Activity template on a few other pages and thought it would be appropriate to use here in place of the Try it! sections I started. I have been having trouble having the example code inside the template section and still display the same. If any of you have more experience with that template, I would love some help.

By the way, I have avoided using pre intentionally so I can simulate syntax highlighting. If there is a better or different way of producing hte same effect, I would greatly appreciate any help. Talonhawk 01:07, 6 February 2007 (UTC)

 * Hmmm... seems that it doesn't like the <font> tag. Works fine if I use <code> instead of <font>. Will try to look into soon... Michaelnelson 12:41, 9 February 2007 (UTC)

 * Thanks for your help. Talonhawk 03:11, 10 February 2007 (UTC)

title: Talk:Web Design/The Structure of HTML


text: Wikiversity:Guided tour/Portal

title: Wikiversity:Guided tour/Portal


text: Wikiversity:Guided tour/Lesson

title: Wikiversity:Guided tour/Lesson


text:
User:Wikijeff

Howdy,

I've been involved in Wiki's such as Wikipedia and Wikisource for a long time now. —Wikijeff!

title: User:Wikijeff


text:
User:Jwblase

John W. Blase is currently the Assistant Principal for New Tech High @ Zion-Benton East in Zion, Illinois. He has worked as the Lead English teacher at Round Lake High School in Round Lake, Illinois for two years, and taught high school English for nine.

His educational background consists of a Bachelor of Arts in English with a focus in writing from Illinois State University, a Master of Arts in Teaching degree with specialization in secondary education from National-Louis University, with further graduate work in Educational Administration from Aurora University.

He has taught AP English Language and Composition, courses in literature, both expository and creative writing at the high school level, and is working on the publication of several screenplays, poems, and short stories. Several of his letters have been published by the Chicago Tribune.

title: User:Jwblase


text:
Structural engineering/Introduction

Introduction to Structural Engineering
Let's review some of the definitions given by structural engineers about this sacred profession.

The Institution of Structural Engineers says: "Structural engineering is the science and art of designing and making, with economy and elegance, buildings, bridges, frameworks and other similar structures so that they can safely resist the forces to which they may be subjected."

Another popular description amongst engineers is: Structural engineering is the art of molding materials we don’t wholly understand, into shapes we can’t fully analyze, so as to withstand forces we can’t really assess, in such a way that the community at large has no reason to suspect the extent of our ignorance. -Unknown

The College of Structural Engineering of Engineers Australia provides a brief description of structural engineering:

 * Structural Engineering is concerned with the research, planning, design, construction, inspection, monitoring, maintenance, rehabilitation and demolition of permanent and temporary structures, as well as structural systems and their components. It also considers the technical, economic, environmental, aesthetic and social aspects of structures.

 * Structures can include buildings, bridges, in-ground structures, footings, frameworks and space frames, including those for motor vehicles, space vehicles, ships, aeroplanes and cranes. They can be composed of any structural material including composites and novel materials.

 * Structural engineering is a creative profession that makes a significant contribution to infrastructure, industry, as well as residential and recreational developments.

 * Structural engineers carry out strength calculations and prepare drawings of structures to ensure they are strong enough to avoid collapse when loaded. The most common structures dealt with are buildings and bridges, but tunnels, walls to hold back earth embankments, large tanks and silos as well as mining structures, also form part of a structural engineer's work. Specialist areas include oil drilling platforms and associated infrastructure, shipbuilding and aircraft design.

 * Structural engineers generally work in teams and look at the way a structure is to be built. They ensure buildings are strong enough to withstand natural forces and loads imposed by the nature of its use. Through research and the testing of both form and material, new solutions are developed which promote safer, more environmentally friendly buildings and structures.

 * Some structural engineers work in the design of structures (carrying out the strength calculations and supervising drawings), others specialise in the building of structures and some work in research. Structural engineers commonly work with architects, builders, mechanical, electrical and chemical engineers to ensure that all parts of the structure are safe and capable of fulfilling their intended function. They also make sure structures use appropriate materials efficiently.

Pre-requisites
International bachelor degree qualification in Civil Engineering with strong background in relevant structural engineering subjects.

Course Content

 * Reinforced Concrete Design
 * Structural Steel Design
 * Structural Timber Design
 * Advanced Solid Mechanics
 * Structural Analysis 1: Static Methods
 * Structural Analysis 2: Plasticity in Structures
 * Structural Analysis 2: Dynamics of Strutures
 * Wind Engineering
 * Earthquake Engineering
 * Analysis and Design of Buildings
 * Computer Aided Analysis and Design

title: Structural engineering/Introduction


text:
Introduction to .NET

Due to the ever evolving requirements of programming and technology, Microsoft realized that there was a need for a development platform that was unrestricting and accessible. In a rather successful attempt to address the problems faced by developers to overcome installation, integration, and legacy issues, Microsoft created its .NET (pronounced dot-net) platform.

Introduction
The .NET technology provides a new approach to software development. This is the first development platform designed from the ground up with the Internet in mind. Previously, Internet functionality has been simply bolted on to a pre-Internet operating systems like Unix and Windows. This has required Internet software developers to understand a host of technologies and integration issues. .NET is designed and intended for highly distributed software, making Internet functionality and interoperability easier and more transparent to include in systems than ever before. .NET was first introduced in the year 2002 as .NET 1.0 and was intended to compete with Sun's Java. And .NET is very easy but the basics of the C language is required and if you know them then by step you can know and do it well. Unlike Java, .Net is not Free Software, yet source for the Base Class Library is available under the Microsoft Reference License. .NET is designed for ease of creation of Windows programs. Various other implementations of .NET exist, such as the Mono Project, and dotGNU. The vision of .NET is globally distributed systems, using XML as the universal glue to allow functions running on different computers across an organization or across the world to come together in a single application.

Common Language Runtime (CLR)
CLR is the main runtime engine for .Net. This is responsible for verifying type safety, garbage collection and error handling along with Code Access Security. All code that is executed by the CLR ( or targeted to run by the CLR) is called managed code. Any code that is executed directly on the Operating System is called unmanaged code. CLR implements Code Access Security based on the evidence for an Assembly. Evidence can be such as from which site the code is being downloaded, any strong name key available or digital signatures and assigns the code to a particular code group based on the evidence. Each code group has a set of permissions which define what all the assembly can access and perform. By default memory management is done by CLR and the garbage collection runs as a low priority thread. The execution of this is non deterministic. This implies that no more pointer access by default. Relinquishing of memory is done by the garbage collection once the object are marked for garbage collection. However Microsoft hasn’t removed the feature of pointers completely. One can use pointers by writing unmanaged code using keyword unsafe. CLR is also known as Virtual Execution System(VES).

Framework Class Libraries (FCL)
In the .NET Framework classes, interfaces, and value types are bundled together into a library. With all of those elements bundled together the development process is much faster because all needed elements are there and ready to go. It also creates a more efficient environment by making system functionality readily accessible. One of the big advantages of the Microsoft .NET platform is due to the FCL. As long as the compiler conforms to the Common Language Specifications(CLS), any programming language can use the .NET Framework types. This greatly increases the ease of interoperability between languages.

Support for standard networking protocols & specifications
These support information is mainly used for the networking protocols in case a system failure.

Support for different programming languages
since the .Net introduction and due to it's flexibility on different platforms different programming languages have been made available.

Support for programming libraries developed in different languages
--

title: Introduction to .NET


text:
Podcasting

Welcome to the Wikiversity learning project for podcasting.

The term Podcast is most often used to refer to audio, but video and other media formats can also be distributed as podcasts. Regardless of the types of media transmitted, the common element of podcasting is use of a Web feed to make a list of digital files available to an audience. Audience members can use specialized software applications, web feed readers, to search for and view podcasts.

This learning project helps participants learn how to access existing podcasts and handle the digital media that you download from podcasts, create digital files that can be included in podcasts and make your own podcasts.

Digital media used in podcasts
There are a few digital media file types that are most commonly used in podcasts. In addition to emphasizing popular file types (such as MP3 audio), the discussion of file types (below) is guided by the biases of the Free Culture movement. Some file types are patented and in the past some patent holders have charged fees for the use of patented file types. In other cases, the details of a file format are kept secret, limiting the availability of software that can use the file format and allowing a company to sell compatible software at monopoly prices.

Some digital media file types are freely available for use without patents or other trade restrictions. Of particular interest are digital video file formats. The only video format allowed for upload to Wikimedia Foundation projects is the Ogg file format which is an Open source format. Software to allow you to play Ogg format audio and video files can be obtained at Xiph.Org Foundation website. Wikipedia maintains Help pages for the Ogg file format.

In addition to audio and video, other media types such as Portable Document Format (PDF) can be delivered by podcasting. For example, Wikinews has offered a PDF podcast.

Creating Ogg videos
To allow as many people to play video content as possible, it should be encoded into the open-source Theora format. The following are instructions on how to do so:

Mac PPC
This will not work on any Intel Mac, because ffmpeg2theora is not available in a Universal Binary (Note: version 17 says it is universal, but I get "Illegal instruction" when trying to use ffmpeg2theora on an Intel iMac). You should either follow these instructions on any G3, G4 or G5-based Macintosh, or use either Boot Camp or Parallels Workstation to convert the video under Microsoft Windows.

 * 1) Create the video that you would like to put online, using whatever software you would normally use. When you've finished, export the video.
 * 2) Download the free converter StreamClip, and open the file you wish to convert to Theora. Click the Play button to ensure that it plays correctly.
 * 3) Select "Export to Quicktime" from the File menu.
 * 4) In the new window, select "Sorenson Video 3 Compressor" from the Compression drop-down menu, and drag the Quality slider all the way to the right (100%). Ensure that Sound is set to "Uncompressed".
 * 5) Click "Make movie".
 * 6) Download ffmpeg2theora universal binary from here. Double click on the .zip file, which will extract the .pkg file. Double click on the .pkg file to install it. This will install a command-line application that can only be invoked from a Terminal window, using parameters. See (note on using the ffmpeg2theora command line application)
 * 7) Open up the Terminal application, which can be found in the Utilities folder in Applications (you can jump there by typing apple-shift-U from within the Finder). A few lines of text should appear, the last of which should say something like "davids-ibook-g4:~ username$".
 * 8) To test the installation was succesful, type "/usr/local/bin/ffmpeg2theora" (without quotes) and ENTER. You should see something similar to (this).
 * 9) Press the up arrow to bring back the last command, and go to the end of the line.
 * Now, press the spacebar once to add a space, and copy and paste the following text into the Terminal window, without the quotes: "-o outputfilename.ogg -V 512 -K 48 -A 64 -c 2 -H 44100". Note: "-V 512 -K 48 -A 64 -c 2 -H 44100" are specifications for properties of the movie such as video and audio data rates. You do not need to specify these values; the default values are often fine.
 * 1) Add a space to the end of that line
 * 2) Finally, drag the video file that you created earlier onto the Terminal window. The text should now look something like this: "davids-ibook-g4:~ username$ /Users/dweeb/Desktop/ffmpeg2theora -o outputfilename.ogg -V 512 -K 48 -A 64 -c 2 -H 44100 /Users/dweeb/Desktop/Editing\ tutorial-large.mov"
 * 3) Press return. The video will now be converted into a file with the name outputfilename.ogg and in the same folder as the original file (not for me...you may have to search for it), but with the .ogg extension. It can be played using either VLC or MPlayer OS X.

 * Tip: If you have problems synchronizing the audio and video try using --sync
 * Note: With version 0.1.7 of the XiphQT QuickTime package, you can use iMovie to make ogg format videos. This may be all you need for some things, but there are very few controls. In iMovie, file menu, share, compress for setting to expert, then click share. If you set the export option to "movie to ogg" then it seems to only make a 720 x 480 pixel movie. I could not get a sharp image for fine text in screencasts. Other types of video and the audio seems good with the default settings.

Resources

 * Podcasting (on Wikibooks)
 * Five steps to free podcasting - warning: this is one of the many "infomercials" on the internet that attempts to get people to use the commercial Feedburner website.
 * Audio Podcasting at Internet Archive.
 * Wink (tutorial software) - screencasting software
 * Wikihow: Start your own podcast - warning: this is one of the many "infomercials" on the internet that attempts to get people to use the commercial Feedburner website.
 * Find music for your podcast & avoid paying HUGE royalties.
 * Podcast directory
 * IRC chat channel ##wikimedia-podcasting

title: Podcasting


text:
Wikiversity talk:Sandbox

There should be people watching the sandbox
Dave and I have been watching the Sandbox constantly, is anyone else interested in volunteering? --Goldenburg111 (talk) 15:22, 14 December 2013 (UTC)

 * Yes I will, but what do I have to do? --71.235.232.65 (discuss) 21:44, 28 March 2014 (UTC)

 * Cleanup the sandbox by reverting cleanup edits! --Goldenburg111 21:46, 28 March 2014 (UTC)

 * Yes, it just needs to be reset occasionally, but not over-zealously. In particular, don't reset it if a user has been editing within the last hour or so.  They may still be testing something.  -- Dave Braunschweig (discuss • contribs) 23:46, 28 March 2014 (UTC)

 * Keep up the good work. --Rockchalk 03 (discuss • contribs) 12:20, 31 July 2014 (UTC)

 * Maybe, but it is really necessary? I can see in the page history that a robot is running sometimes ("Robot: Automatically cleaned"). If it was written in the information box when it was running (for example at a specified day and time every week), then nobody should be surprised if what they have written, will disappear. /Patrik Näsfors (discuss • contribs) 19:05, 12 October 2016 (UTC)

 * I clean it when what is already there might discourage another editor from testing their own edits. -- Dave Braunschweig (discuss • contribs) 19:13, 12 October 2016 (UTC)

 * Sorry Dave if I don't understand your answer (so clarify if you like), but if it is reset often enough, I can't see why it should be necessary to watch and do it manually. At OpenSourceCMS (where you also can try a demo of MediaWiki, which the link points to), demos are deleted and re-installed every hour. I don't know how much a bot can be programmed to do, but as you stated above, it could be fine if the bot could see if there is more than an hour since the last edit before purging the page. Could that be done? It's just a suggestion so people don't have to check and clean manually like now. /Patrik Näsfors (discuss • contribs) 20:34, 12 October 2016 (UTC)

 * It isn't reset often enough. The bot that is active here only resets the sandbox on Saturday mornings. It's certainly possible to write a bot to do this. I don't run mine unattended, but I'd be happy to help someone else learn how to write the code to do this if they're interested. -- Dave Braunschweig (discuss • contribs) 20:58, 12 October 2016 (UTC)

 * Thanks for the clarification. I'd be happy to help with that. I also have a server running continuously if that's a requirement. I haven't learned to program in Python yet, but it's on my to-learn list and I'd like to learn what else is necessary. (I'm also a quick learner). But actually it seems the Mu301Bot does not run anything at the moment (and the task to clean the Sandbox have been inactive since July 2016).

 * I can also see why it's necessary to do it manually once in a while, because the page is totally changed sometimes. That raises another question. Is it possible to protect a section at the top (the header) and prevent that it is modified, or can only whole pages be protected? Or might a solution be to create subpages for sandboxing? /Patrik Näsfors (discuss • contribs) 22:40, 12 October 2016 (UTC)

 * I'm a bit biased, but there's a good Python course at Python Programming. There's sample bot code at MediaWiki API/Pywikibot. The Pywikibot course is very outdated, but the instructions at mw:Manual:Pywikibot were good the last time I tried them (maybe six months ago). -- Dave Braunschweig (discuss • contribs) 00:28, 13 October 2016 (UTC)

Education
I would like to find out more information about free learning resources on the internet that once completed and I pass the course I would earn a free certificate showing my accomplishments. ChrisREdG33 (discuss • contribs) 20:48, 20 July 2018 (UTC)

 * In most cases, free certificates are worth what you pay for them. Free learning is great. Free proof of learning doesn't go very far. I encourage you to look at your goals and determine what proof of education is necessary for those goals. If it is a portfolio, create your own proof of experience. If certification is required, you'll likely need to pay for that testing or proof. -- Dave Braunschweig (discuss • contribs) 13:07, 21 July 2018 (UTC)

Science
I think we should a develop scientific project Umeh elochukwu (discuss • contribs) 13:59, 8 November 2020 (UTC)

We should try making a drone Umeh elochukwu (discuss • contribs) 14:01, 8 November 2020 (UTC)

love,live, and let go
I just wanted to see if anyone is actually interested in conversation on this choice of a topic that I chose. If you are interested then please say so and I will begin. Ronniewaddle79 (discuss • contribs) 21:14, 15 November 2023 (UTC)

 * I am interested, please proceed @Ronniewaddle79 Sierra Seven (discuss • contribs) 13:17, 9 June 2024 (UTC)

title: Wikiversity talk:Sandbox


text:
Portal:Quantum computing

Welcome to the Quantum Computing content development project where participants can create, organize and develop learning resources for quantum computing.

Learning resources

 * Quantum Computing
 * Quantiki - A Wiki about Quantum Computing
 * Temple of Quantum Computing - Good tutorial for everyone
 * jQuantum - Quantum Computer Simulator
 * IBM Quantum Experience - Use a remote real quantum computer

News
Quantum computers use quantum phenomena such as superposition and Quantum Entanglement to carry out operations on data. These computers do exist but use only a small number of qubits, on February 15th, 2007 D-Wave Systems, a leader in Quantum computing technology, demonstrated its 16 qubit quantum computer. 16 qubits is not that fast, and is expensive and hard to maintain, but research and technology in the area are growing at an incredible rate. In June of 2006 D-Wave systems was excited about the 3 qubit system they had available. 6 months later they have a 16 qubit system operational.

Requested related topics
Safeer E Kashmir Qau
 * Topic:Josephson junction
 * Topic:Topological quantum field theory
 * Topic:Anyon
 * Shor's algorithm

title: Portal:Quantum computing


text:
User talk:Age~enwikiversity

French Mentoring
Salut, Age. You are listed at the French stream as being a beginning student of French who is interested in learning French. The French Mentoring project has recently been launched, and if you add your name to that list, I will do my best to put you in contact with an appropriate Mentor who would be glad to help you. The Jade Knight (d'viser) 09:30, 22 November 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 Age. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Age~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 23:26, 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) 06:02, 19 April 2015 (UTC)

title: User talk:Age~enwikiversity


text:
User:Nucklei

Hello.

I'm a 31 year-old guy with a Ph.D. in Immunology/Microbiology working as a staff scientist on HIV in an academic research center. I'm from Quebec (Canada) and I can write and speak english and french. I'm relatively new to Wikis but I'm a fast learner ;) I will mainly work on the Topic:Immunology and Topic:Virology sections and then gradually expand to other interests.

--Nucklei 03:14, 21 September 2006 (UTC)

title: User:Nucklei


text:
Wikiversity:Request custodian action/Archive

Archived material from Request custodian action can be found at:

 * Archive 1 (August 2006 - January 2007)
 * Archive 2 (February 2007 - August 2007)
 * Archive 3 (September 2007 - October 2007)
 * Archive 4 (November 2007 - September 2008)
 * Archive 5 (September 2008 - December 2008)
 * Archive 6 (January 2009 - June 2009)
 * Archive 7 (July 2009 - June 2010)
 * Archive 8 (July 2010 - August 2010)
 * Archive 9 (September 2010 - December 2010)
 * Archive 10 (January 2011 - February 2011)
 * Archive 11 (March 2011)
 * Archive 12 (April 2011 - October 2011)
 * Archive 13 (November 2011)
 * Archive 14 (December 2011 - January 2012)
 * Archive 15 (February 2012 - September 2013)
 * Archive 16 (October 2013 - December 2013)
 * Archive 17 (January 2014 - December 2014)
 * Archive 18 (January 2015 - December 2015)
 * Archive 19 (January 2016 - December 2016)
 * Archive 20 (January 2017 - December 2017)
 * Archive 21 (January 2018 - December 2019)
 * Archive 22 (January 2020 - December 2020)
 * Archive 23 (January 2021 - June 2023)
 * Archive 24 (December 2021 - December 2022)
 * Archive 25 (July 2023 - December 2023)
 * Archive 26 (January 2024 - February 2024)NEW
 * Archive 27
 * Archive 28
 * Archive 29
 * Archive 30
 * Archive 31
 * Archive 32
 * Archive 33
 * Archive 34
 * Archive 35
 * Archive 36


text:
User:JaK81600

Hello, my name is Jonathan and I am a graduate of Drexel University with a degree in Computer Engineering. I am currently working as a Software Engineer.

I am currently working with the C# topic and plan on moving to Intro to programming and Intro to OOP.

title: User:JaK81600


text:
Talk:Motion - Dynamics

F=ma is a simplification, that only holds true when mass is constant throughout the scenario. The true law statest that force is the derivitave of momentum with respect to time (dP/dt), where momentum (P) is equal to mass * velocity (P=mv). In situations where mass changes (for example, in rocket propulsion),   F=ma does not work.

Yep. You can add it to the article :) --Jorge 17:10, 3 February 2007 (UTC)

I think the calculus is best left out of the high school physics. This topic is normally done in grade 11 where the students have no notion of calculus. Harvey 17:34, 30 August 2008 (UTC)

Why are these pages categorized as "moved from Wikibooks"? All this has been created here. Harvey 23:30, 30 August 2008 (UTC)
 * Thanks for asking - the page was imported in the past from Wikibooks, please see, Erkan Yilmaz uses the Chat (try) 22:16, 1 September 2008 (UTC)

Well I guess the page with the title on it was imported, but I wrote all of the present content right here! Ditto for kinematics and Mechanics. Should I have written it in Wikibooks instead? Also, when you come in via the "main page" you have to go through School Subjects, Physics and Astronomy, Physics and then you see just an alphabetical list. I would expect a wikiversity subject to have some kind of course-like organization with a suggested order of topics to be studied. Harvey 04:58, 3 September 2008 (UTC)
 * Hello Harvey, you decide where you want to participate. Here you find a little help what both projects are for: FAQ and then see "What is the difference between Wikiversity, Wikibooks, and even Wikipedia?". That is only text, best is always to live for a little while in a wiki project and see how the atmosphere/culture is.
 * If you want you can remove the category:Pages moved from Wikibooks from the learning resource.
 * About structure: feel free to add a comment at Wikiversity talk:Main Page or Colloquium or a link to here, so more people see that. See you around, Erkan Yilmaz uses the Chat (try) 18:46, 4 September 2008 (UTC)

title: Talk:Motion - Dynamics


text:
Talk:The periodic table

What should go here?
Do we want a list of the elements in atomic order, or do we want them arranged in the actual periodic table? Should someone create this image-wise? Mathboy965 17:49, 21 September 2006 (UTC)

 * Let's make it so all the elements are clickable. That could be really useful. --HappyCamper 21:42, 26 September 2006 (UTC)

 * If I make them clickable, what should they link to? --Mathboy965 23:15, 26 September 2006 (UTC)

 * For now, I guess, just link back to the Wikipedia articles on the elements, say Calcium. The idea on Wikiversity is that we want to create learning materials, so the idea is more geared towards telling someone how to use the periodic table, and get the information they need. --HappyCamper 14:36, 27 September 2006 (UTC)

 * I would like to ask, how did you manage to create the periodic table in a single edit? That was some massive editing you did there! --HappyCamper 14:41, 27 September 2006 (UTC)

 * I kept edited and saving to a text file instead of to the wiki page. When I finished, I saved to the wiki page and created the periodic table.  --Mathboy965 17:07, 28 September 2006 (UTC)

Adding things
I have just put a few things under the sections. I will expand these later, but don't have much time at the moment. --Mathboy965 17:05, 28 September 2006 (UTC)

 * So I do not pretend to have any particle physics background - I have just created the nonmetals page and a few elements. Just some very basic research to get things started so smarter people can take over ;) Markco1 18:20, 10 September 2010 (UTC)

Colour contrast
Hi, If you are going to use two different colours in a square there needs to be good contrast between them for the text to be readable. Blue on a purple background is one of several that I can't see and I'm sure some others can't either. WereSpielChequers 12:39, 2 June 2011 (UTC)
 * Thank you for the changes, it looks much improved! --HappyCamper 02:56, 3 June 2011 (UTC)

A Requirement
The number of electrons in each of the shells of the atom is required. In that way, more information can be extracted from it.--M1234 19:01, 17 October 2011 (UTC)
 * That should be included in their own pages. ---Atcovi (Talk - Contribs) 01:37, 19 January 2016 (UTC)

Groups
I find it peculiar that Groups are mentioned in the text but omitted from the table which only shows columns. For reasons with which I'm unfamiliar (perhaps inconsistent usage), it seems to be fashionable to replace the traditional groups with 18 column headings. If we're going that way with the table, why not the text?

title: Talk:The periodic table


text:
User:Mathboy965

Mathboy965

I am currently interested in Chemistry, Mathematics and Physics.

Mathematics Experience
I have scored a 3 on the AP Calculus BC test (2006), a 4 on the AP Statistics exam (2007), and am currently in a Linear Algebra class (2008).

Chemistry Experience
I have completed an AP Chemistry course and scored a 5 on the AP exam. (2007).

Physics Experience
I am currently taking AP Physics.

es:Usuario:Mathboy965

title: User:Mathboy965


text:
Aerospace engineering/Introduction

Aerospace engineering is the branch of engineering that concerns aircraft, spacecraft, and related topics. Originally called aeronautical engineering and dealing solely with aircraft, the broader term "aerospace engineering" has replaced the former in most usage, as flight technology advanced to include craft operating outside Earth's atmosphere. In analogy with "aeronautical engineering", the branch is sometimes referred to as astronautical engineering, although this term usually only concerns craft which operate in outer space.

Suggested structure

 * General Introduction

General Prerequisites

 * Basic Mathematics - differentials, integrals, basic mechanics, vector algebra, matrices and matrix manipulation, total derivative (for mass and momentum equations, among others)
 * Reading - Introductory calculus on Wikibooks, Differential Equations on Wikibooks
 * Thermodynamics/Heat Transfer - Zereoth, First, Second and Third Laws, Enthalpy, Entropy, Clausius Inequality and ??, Steady State Equation, Modelling Gas Turbines/Engines, Conduction, Convection, Radiation (Black Body, Grey Body)
 * Potential reading - Engineering Thermodynamics on Wikibooks
 * Circuits/Electronics
 * Physics - Forces, Gravity Equation
 * Reading - Gravity on Wikibooks

Statics

 * Structural analysis
 * Mechanics - Friction on a surface, Rolling bodies, Stability, Pure/Damped/Forced Harmonic Motion, Orbits (reaching orbit, geostationary point, changing orbit, escape velocity)
 * Reading - Solid Mechanics on Wikibooks - a good overview for both SA and Mechanics. A litte dense for a beginner however?
 * Nonlinear finite elements

Fluid mechanics

 * Aerodynamics - Derivation of shear stress on a fluid, perfect gas equation, Bernoulli equation, Langrangian and Eulerian reference frames, control volumes and control surfaces, Conservation of mass up to 3-d, balance of momentum equations up to 3-d, Aerofoils, Circulation, Mach Number & Reynold's Number, Laminar and turbulent flow, Boundary Layer and its transition
 * Propulsion - Turbomachinery

Materials science

 * Material science - Metals, Ceramics, Composites, Polymers, Ionic and Covalents
 * Material Microstructure
 * Properties of materials - Strength, Stiffness, Young's Modulus, Elasiticity and Modulus of Elasticity, Hardness, Toughness, Electrical Properties?
 * Materials selection
 * Material Processes - Annealing, Quenching, Precipitaiton Hardening, Case Hardening
 * Failure - Fatigue, Creep, Fracture, Case studies (aircraft)
 * Composites - matrix and fibers, explanation of directional properties, case studes (carbon fibre, kevlar, fibreglass)
 * Protective Coatings - Polymers(static & nonstatic), Ceramic, Rain Erosion, Low Observable(L.O.)/Stealth

Aircraft design

 * Basic Aircraft Performance - Air density at altitudes, Perfect Gas equation, propulsion
 * Dynamics and Control - Control Surfaces http://en.wikibooks.org/wiki/Leading-edge-device, avionics, loading
 * do 178b standard for development
 * aircraft design - wing geometry, aircraft configuration

Related news

 * March 2007 Allowing flight speeds above Mach 5, scramjets become one step closer to reality.
 * February 2007 Novel methods used to help satellites achieve orbit with less fuel.

title: Aerospace engineering/Introduction


text:
C Sharp/Introduction

Preamble
This article is a quick dive into C# for those of you who have coding experience. Don't expect to understand all of the terms and code used in this article. All that you see here will be explored in further detail in later lessons.

A Simple C# Program
Below is a very simple C# application. It is a console application that asks the user to enter their name, and then prints out the message "Hello, " followed by the name that the person entered. To run this program in Visual Studio, create a project using the C# Console Application template and name it "MySimpleApplication". Then copy this code into the code file, and run the program.

The "using" Directive
The first line of the above program is using a directive, which declares that the current file can use members of the indicated namespace without using the member's fully qualified name. Without this directive, all references to the identifier "Console" would have to be preceded by "System" and a period, because Console is a member of the System namespace. The System namespace is a part of the .NET Framework, and is a collection of the most primitive and commonly used datatypes in .NET.

All datatypes in .NET must be declared as a member of a namespace. Namespaces help disambiguate identifiers and groups related datatypes together. (Editor's note: Add link here for more information about namespaces).

Namespace Declaration
The line that reads "namespace MySimpleApplication {", declares that anything declared within the curly braces is a member of the "MySimpleApplication" namespace. By convention, the root namespace of one's code should be the name of the programmer's organization (such as "namespace CompanyName.ApplicationName")or the programmer's name (such as "namespace FirstnameLastname.ApplicationName"). This helps to ensure that namespaces will stay unique. Other than the defined namespace, nothing else should reside in that area of code.

Class Definition
The code within the namespace declaration defines a public class named "Program" that has a single static method named "Main". The method is the entrypoint of the application (i.e., it is the method that is invoked when the program runs). The main method may be declared with a parameter to accept an array of strings, and may return an integer value. The array of strings passed to the method represent the command line arguments used when executing the program. This program doesn't use command line arguments, and so the method wasn't declared to accept any arguments.

Body of the Main Method
This is the meat of the program. The body of the method is a series of statements separated by semicolons. The first statement declares a variable of type string to store the name entered by the user.

The body makes use of two methods of the Console class, ReadLine and WriteLine. The ReadLine method accepts one line of keyboard input from the user, and returns the entered text as a string. The WriteLine method writes text to the screen, but we will elaborate more on that later. As you can see, the third statement of the program calls Console.ReadLine, and then stores the returned value into the variable "name".

The WriteLine method is actually a bit more complicated than it may at first seem, as can be seen from the fourth line of the method. The WriteLine method actually works similar to the printf function from C++. It takes a string and a variable number of additional arguments. The first argument is known as the format string. The WriteLine method searches the format string for tokens of the form {index}, such as "{0}", known as format items (format items may actually have a more elaborate syntax than what is indicated here, but that is ignored for now to keep things simple). The WriteLine function replaces each format item with the argument specified by the index of the format item. So, when Console.WriteLine("Hello, {0}", name) is called, the "{0}" is replaced by the name entered by the user.

The final line of the method is a bit of a hack that ensures that the program stays running until the user hits the "Enter" key.

Assignment
Modify the body of the method so that the program asks for the person's name, asks for an adjective that describes himself and herself, and then prints a message that states "[name] is [adjective]".

title: C Sharp/Introduction


text:
Aeronautical Engineering/General introduction

What is Aeronautical Engineering?
Broadly speaking, it is the branch of engineering that deals with the design and construction of aircraft. This can range from the cutting-edge technology of today's modern fighter aircraft, with sustained cruising speeds well over the speed of sound, to aircraft design to carry many hundreds of people thousands of miles around the world in comparative luxury and with extraordinary efficiency.

However, aeronautical engineering is more than that. Aeronautical engineers are needed in the construction of modern buildings, and in the analysis of the behaviour of spacecraft within the Earth's (and other planetary bodies') atmosphere. Other products requiring their input include missiles, rockets, helicopters, turbines and experimental engines, spacecraft and high-speed racing cars and catamarans.

Study Areas

(stolen wholesale from Wikipedia)

 * Fluid mechanics - the study of fluid flow around objects. Specifically aerodynamics concerning the flow of air over bodies such as wings or through objects such as wind tunnels (see also lift and aeronautics).
 * Dynamics and engineering mechanics - the study of movement, forces, moments in mechanical systems.
 * Mathematics - as most subjects within aerospace engineering involve equations and mathematical manipulation and derivations, a solid and comprehensive study of mathematics is required to enable effective learning in the other modules.
 * Electrotechnology - the study of electronics within engineering.
 * Propulsion - the energy to move a vehicle through the air (or in outer space) is provided by internal combustion engines, jet engines and turbomachinery, or rockets (see also propeller and spacecraft propulsion).
 * Control engineering - the study of mathematical modelling of systems and designing them in order that they behave in the desired way. As aircraft flight control systems are becoming increasingly complex, they can be studied as a separate module.
 * Aircraft structures - design of the physical configuration of the craft to withstand the forces encountered during flight. Aerospace engineering aims very much at keeping structures lightweight.
 * Materials science - related to structures, aerospace engineering also studies the materials of which the aerospace structures are to be built. New materials with very specific properties are invented, or existing ones are modified to improve their performance.
 * Aeroelasticity - the interaction of aerodynamic forces and structural flexibility, potentially causing flutter, divergence, etc.
 * Avionics - concerning the design and integration of electronic systems on board an aircraft or spacecraft. Communications and navigation equipment may be the focus of this study.
 * Risk and reliability - the study of risk and reliability assessment techniques and the mathematics involved in the quantitative methods.
 * Noise control - the study of the mechanics of sound transfer. Required as noise levels are a massive consideration in the current aerospace industry.
 * Flight test - the discipline of designing and executing flight test programs in order to gather and analyze performance and handling qualities data in order to determine if an aircraft meets its design and performance goals and certification requirements.

Leading Edges

 * Study of insect regimes for insight into microflyers
 * Robotics or unmanned aerial vehicles of all sizes
 * Highly automated manufacturing techniques allowing custom building or tailoring

A Potted History of Flight
The history of flight has been propelled and directed, more than almost any other industry, by the superhuman efforts of individuals. Bicycle manufacturers and powerful businessmen alike, the vision and bravery of these individuals has pushed aviation to such dizzying heights that today at the beginning of the 21st century, and after only a century of flight, it is taken completely for granted that we can fly thousands of feet above the ground and hundreds of miles per hour in complete safety and comfort. We even have the gall to complain about the complimentary breakfast!

At the beginning, there were guys with wing-shaped material stretched over lightweight frames jumping off mountains - they were the first 'birdmen'.

 * "Human beings have always dreamed of flight. They did not however, dream of the Boeing 747. The flight to which humans traditionally aspired was that of the birds, a business of feathers and flapping wings" - Flight: 100 Years of Aviation, R. G. Grant

Names: Roger Bacon, Leonardo da Vinci, Otto Lilienthal, Francesco de Lana, Joseph/Etiene Montgolfier, Jean-Pierre Blanchard, George Cayley, Samuel Henson, Hiram Maxim, Octave Chanute, Orville/Wilbur Wright,


text:
The role of resistors in electrical circuits

The role of the resistor in an electrical circuit: NOTE: Diagrams, links and practice questions in this document are still to be added: In direct current (DC) or alternating current (AC) electrical circuits that have a resistor, as its name implies, resists the flow of electrons. It is one of the most basic of electrical components. It can be used to reduce the available voltage or current present in a circuit. While there are differences in how a resistor affects the two different types of current sources (DC or AC), depending on how the resistor is constructed and the AC frequency involved, it can be assumed that the following applies equally to both. For AC circuits it may be necessary to indicate how the voltage is represented, the average value, the peak value or the root mean square (RMS). If no indication is made of the type of AC voltage it is generally assumed to be the (RMS) value

As discussed in the Ohm's Law section, in an electrical circuit, voltage (measured in volts and denoted by the letter V) equals current (measured in amps and denoted by the letter I) multiplied by the resistance (measured in ohms and denoted by the letter R) present in the circuit. This is represented by the following formula.

V = IR or  E = IR (Ohm's law)

(Voltage is sometimes denoted by the letter “E”, which stands for electro-motive force)

An electrical circuit may include many resistors. The way these resistors impact the circuit depends on the way they’re arranged in the circuit. Resistors may be arranged in series or in parallel with the voltage supply source. Refer to the example below.

Figure 1 represents an electrical circuit with two resistors in a series arrangement. For current to complete the electrical circuit it must flow from the voltage source (B1) and pass through both resistor 1 (R1) and resistor 2 (R2) and then back to B1.

The total resistance in the circuit is the sum of the two resistor values (measured in ohms, denoted by the Greek letter Ω). Therefore, in figure 1, the total circuit resistance (RT) is R1 + R2, which equals 100Ω.

Figure 2 represents an electrical circuit with two resistors in a parallel arrangement. For current to complete the electrical circuit it must flow from the voltage source (B1) and then the current has two available paths to get back to B1. Some of the current will pass through resistor 1 (R1) back to B1 and some will pass through resistor 2 (R2) and then back to B1.

The total resistance in a parallel circuit is not as simple as in a series circuit. The total resistance in the circuit for figure 2 is the reciprocal of the sum of the reciprocal sum of the two resistor values (measured in ohms, denoted by the Greek letter Ω). Therefore, in figure 2, the total circuit resistance (RT) is 1/(1/ R1 + 1/ R2), which equals 25Ω.

It is important to note the impact to the circuit that the arrangement of the resistors have. Using Ohm’s law we can determine the total current flowing in each of the two circuits is considerably different even though the same components were used for both.

By applying a little algebra to the Ohm’s law equation we can determine the total current for each circuit.

For the circuit in figure 1, the total circuit current flow is expressed by the equation: I=V/R. By substituting in the numbers we know, where V = 10 volts and R=100Ω, we get a total current flow in the circuit equal to 10/100, which equals 0.1 amps.

For the circuit in figure 2, the total circuit current flow is again expressed by the equation: I=V/R. By substituting in the numbers we know, where V = 10 volts and R=25Ω, we get a total current flow in the circuit equal to 10/25 which equals 0.4 amps

Resistors in series:

When used in series, resistors can be said to be a “voltage dividing network.” This is because in a series circuit, current flowing through each resistor is the same value but the voltage present across each resistor is only part of the total circuit voltage value. Looking again at the circuit from figure 1 we can derive the voltage present across each resistor.

Based on the fact that in a series circuit the current flowing through each resistor is the same, we can again use Ohm’s law to predict how much voltage will be present across each resistor. Since we already know that the total circuit current equals 0.1 amps and R1 equals 50Ω, the total voltage present across R1 equals 0.1A X 50Ω = 5 volts. Since R2 is the same value as R1, 5 volts will also be present across R2.

We can double check our math by adding together all the voltages present across all the resistors. In this case 5V + 5V = 10V, which is in agreement with the total voltage present.

Resistors in parallel:

When used in parallel, resistors can be said to be a “current dividing network.” This is because in a parallel circuit, voltage across each resistor is the same value but the current flowing through each resistor only part of the total circuit current value. Looking again at the circuit from figure 2 we can derive the current flowing through each resistor.

Based on the fact that in a parallel circuit the voltage present across each resistor is the same, we can again use Ohm’s law to predict how much current will flow through each resistor. Since we already know that the total circuit voltage equals 10 volts and R1 equals 50Ω, the total current flowing through R1 equals 10V / 50Ω = 0.2 amps. Since R2 is the same value as R1, 0.2 amps will also be present across R2.

We can double check our math by adding together all the current flow present through all the resistors. In this case 0.2A + 0.2A = 0.4A, which is in agreement with the total current flow we previously determined for figure 2.

Complex circuit resistance:

In some circuits you will find both series and parallel resistors. The same rules apply in these more complex circuits, where both circuit types are present, as in simpler circuits where only one is present. With complex series/parallel resistive circuits it is best to redefine the parallel parts of the circuit into a series equivalent circuit and then use Ohm’s law to define the total current and resistance present. You can then use the total current and voltage values to determine the voltages and currents present at each of the resistors in the circuit.

Start by determining the total resistance of the parallel combination of R2 and R3, which equals:

[R2&3 = 1/(1/R2 + 1/R3)] → [R2&3 = 1/(1/100 + 1/400)] → [R2&3 = 1/(0.01 + 0.0025)] → [R2&3 = 1/(0.0125)] →  R2&3 = 80Ω

You can then redraw the circuit in figure 3 to a series equivalent circuit that looks like figure 4.

We can now determine the total circuit resistance by simply adding all the resistors in the series equivalent circuit:

[RT = R1 + R2&3 + R4 + R5] →  [RT = 50 + 80 + 100 + 20] →  RT = 250Ω

Armed with the total resistance for the circuit and the total circuit voltage we can now figure out the total circuit current using Ohm’s law:

[VT = ITRT] → [IT = VT/RT] → [IT = 10V/250Ω] →  IT = 0.04A

Now we can figure out the voltage and current present at each of the resistors by using Ohm’s law and the two rules for resistance circuits:

1)	In a series circuit, the current is the same through all resistors – voltage divider circuit. 2)	In a parallel circuit, the voltage present is the same for all resistors – current divider circuit.

For R1:

[VR1 = IT X R1] → [VR1 = 0.04A X 50Ω] → VR1 = 2V

For R2&3:

[VR2&3 = IT X R2&3] → [VR2&3 = 0.04A X 80Ω] → VR2&3 = 3.2V

For R2:

[IR2 = VR2&3 / R2] → [IR2 = 3.2V / 100] → I R2 = .032A

For R3:

[IR3 = VR2&3 / R3] → [IR2 = 3.2V / 400] → I R2 = .008A

For R4:

[VR4 = IT X R4] → [VR4 = 0.04A X 100Ω] → VR4 = 4V

For R5:

[VR5 = IT X R5] → [VR5 = 0.04A X 20Ω] → VR5 = 0.8V

A double check to verify the accuracy of our circuit analysis confirms that all individual voltages present across each resistor in the series equivalent circuit adds up to the total 10 volts available from the source and all currents in the parallel portion of the circuit adds up to the total current for the circuit of 0.04A.


text:
User:Rogerhc

Gnome
Mabye -- green hat. Thinks he is a leprechaun.

Thne -- Pink hat. Knows.

Jara

Toyon

California coastal live oak

Valley oak

Poison oak

California bay laurel -- Umbellularia -- https://en.wikipedia.org/wiki/Umbellularia

Mustard

Lupin

 * Mint
 * Common coyote mint Monardella villosa

Skunk weed

Yellow late season wildflower

Lavender early season wildflower

White wildflower stick to you seeds

Wild radish

Redwood

Grape

Rosemary

Lilly of the valley

Calla lily -- https://en.wikipedia.org/wiki/Zantedeschia_aethiopica

Black calla lily -- https://plants.ces.ncsu.edu/plants/arum-palaestinum/

Dudleya -- https://calscape.org/Dudleya-caespitosa-(Coast-Dudleya) -- sea lettuce

Trumpet vine
Campsis.

Prune

 * Trumpet vine
 * Campsis
 * Flowers bloom on current season branches. On mature plants prune to one or two buds of new growth in late winter/early spring. "When pruning an established plant, remember that they flower in mid- to late summer on the current season's wood. The young growths produced during the previous season should be cut back to one or two of the lowest buds, to produce spurs close to the main stem, and new growths will flower in the summer."

 * Cherry
 * Disinfect blades with rubbing alcohol, or bleach:water (1:9) but rinse bleach off with water. Open vase shape to allow for light and air. Remove suckers, inward growing shoots, weak branches. Head tree in fall or winter -- remove part of shoot, branch, or limb, up to one-third to one-half its length. Heading is cutting off the top of the leader, the central trunk to encourage growth of lateral branches. This is done in the first year or two to control the tree’s shape. Leave tree 24 to 36 inches tall. In subsequent year, create first scaffold whorl -- four lateral branches about 24 inches long each extending out from the tree. Prune out the others. You want limbs that are 45 to 60-degree angles to the leader and at least 8 inches apart vertically -- lowest branch about 18 inches off the ground. The year after that, create a second scaffold whorl -- another set of four branches above the first set. Choose branches that are not above each other, so that we have spokes of a wheel when seen from above. Once the tree is three years old, promote outward growth by pruning out new vertical limbs with loppers or pruning saws. Discourage disease -- disinfect tools, clean up and green bin all trimmings.

Summarized from Gardening Know How: Cherry Tree Pruning: How And When To Trim A Cherry Tree (midway down page) -- https://www.gardeningknowhow.com/edible/fruits/cherry/cherry-tree-pruning.htm

 * Apple, Pear, Peach, Persimmon, Apricot, Almond
 * Prune same as Cherry actually, right?

Orchard

 * Apricot
 * Text

 * Almond
 * Text

 * Yuzu (not) lacks stem leaflet

 * Wild marigold

 * Fig

 * Royal Ann Cherry
 * Labeled "Semi-dwarf" on root bag.
 * https://en.wikipedia.org/wiki/Royal_Ann_cherry

 * Stella Cherry
 * https://en.wikipedia.org/wiki/Stella_cherry
 * https://en.wikipedia.org/wiki/Stella_cherry

 * Hachiya persimmon
 * https://en.wikipedia.org/wiki/Diospyros_kaki
 * https://en.wikipedia.org/wiki/Persimmon

 * Fuyu persimmon
 * https://en.wikipedia.org/wiki/Diospyros_kaki
 * https://en.wikipedia.org/wiki/Persimmon

 * 20th Century Asian pear
 * "Also called 'Apple Pear.' Wonderful fruit is juicy, sweet, refreshing, mild-flavored and crisp like an apple when ripe. Yellow and green skin, white flesh. Keeps well in refrigerator. Heavy-bearing tree is relatively small (15-20 ft.). For easy care and harvest, it may be kept under 10 ft by summer pruning." Self-fruitful, Mid-season harvest (September). [Grower's tag] Dave Wilson Nursery https://www.davewilson.com

 * Gala Apple
 * "Wonderhful summer dessert apple -- one of the West's favorite varieties. Crisp texture, nice blend of sweetness and tartness, rich flavor. Very sweet when fully tree-ripened. Skin striped red, glossy, free of russet. Flesh is creamy yellow. Early harvest, 2-3 weeks before Red Delicious. Keeps well. Good pollenizer for other varieties. For easy care and harvest, the tree may be kept under 10 ft. high by summer pruning." Self-fruitful, Mid-season harvest (September). [Grower's tag] Dave Wilson Nursery https://www.davewilson.com

 * Honeycrisp Apple
 * "Red with yellow background skin, sweet/tart flavor akin to watermelon, ripens late September, white flesh with excellent flavor, Matures to 20' tall cold hardy to USDA zone 5." [Grower's tag] Performance Nursery, Corp, Somis, CA.
 * Labeled "Semi-dwarf" on root bag.

 * Veteran Peach
 * "Medium, golden yellow skin with red blush, freestone, yellow, sweet, fresh, self-fertile, ripens August-September, cold hardy to USDA zone 5-9, excellent for Southern California." [Grower's tag] Performance Nursery, Corp, Somis, CA.
 * Labeled "Semi-dwarf" on root bag.

Plant websites

 * Wikipedia: List of California native plants -- https://en.wikipedia.org/wiki/List_of_California_native_plants
 * Calscape: California Native Plant Society -- https://calscape.org/
 * Sonoma County Beekeppers Association: Gardening for bees -- https://www.sonomabees.org/Gardening

Javascript

 * Topic:JavaScript

TEFL
I poke a TEFL wiki (Teflpedia.com). I want a clean easy to grasp category tree structure. Progress is at http://teflpedia.com/contents.

Now the research

Oh! ChinesePod and English as a Second Language Podcast

I saw this at Wikipedia

 * w:Category:English as a foreign or second language

 * Teaching English as a foreign language

 * w:Category:English_as_a_Second_Language_teachers--A list of people and media with wikipedia articles who/that have taught English as a Second Language

 * Interwiki linking:http://meta.wikimedia.org/wiki/Help:Interwiki_linking

 * I joined Wikipedia's WikiProject Applied Linguistics

more... w:User:Rogerhc

Wiki help
Wikipedia:Training/For students/Citing books

title: User:Rogerhc


text:
User talk:Rogerhc

Wikigogy
Hi Roger - nice work of late! I'm curious about what you write on your userpage (that you hope Wikiversity to be an "alternative" to Wikigogy) - does this mean you no longer believe Wikigogy to be effective, or perhaps redundant with Wikiversity? Perhaps I've radically misunderstood, but I'd love to hear your perspective on both projects. As for Wikiversity finding a clear "navigation" - hear, hear! - we are still working out pretty fundamental things like "how do you facilitate learning on a wiki?", which is fascinating, but I agree that some sort of direction might be good to at least get us started in a semi-coordinated fashion. In an unrelated note - were you at either of the last two Wikimanias (Frankfurt, Boston)? It's just that you look quite familiar but I just can't place you.. Talk to you again, no doubt. Cormaggio beep 00:17, 14 February 2007 (UTC)
 * I created Wikigogy on the momentum of ten years running an email list for English teachers in China. A wiki seems a logical evolution for that group. And if for China, why not for the World? So I put Wikigogy.org online but none of my 1000 list members are using Wikigogy. Maybe I was wrong that it is a logical evolution. I'd like to put a note up on Wikigogy's Main Page, "Don't bother, I'm sleepy. You want Wikiversity." :-) Sooner or later I probably will. My spurt of new Wikiveristy pages the other day was an attempt to offer a navigational starting point for folks interested in the topic of teaching English to speakers of other languages at Wikiversity. I don't teach any longer, myself. So what I have to offer is limited. I just want to help get the ball rolling for olks who are still teaching ESL and EFL. That's why I put Wikigogy up. But no one is using Wikigogy and few are using Wikiversity, either. Nope, haven't been to any Wikimanias but I may have put my photo up on the Boston Wikimania wiki as a virtual participant and I've been the primary editor so far on the OER Grapevine wiki where you may also have seen my picture. --Rogerhc 23:58, 16 February 2007 (UTC)
 * Thanks for the reply - I actually hadn't seen this reply above - though I would have done if I had added your user page to my watchlist. The etiquette is normally to answer someone on their talkpage (just as you did) - but if someone's "watching" your page, it doesn't matter. Anyway, this is fine. :-)
 * It's disappointing that none of the subscribers to that mailing list came onto Wikigogy - and that "no one" is using it now. Wikiversity is certainly small - and barely useful to anyone who really needs content NOW, but it's slowly growing, and will hopefully be somewhat useful by the end of the year or so. Your structure for ESL/EFL materials is certainly appreciated (it's what caught me eye), and hopefully someone will be along to add some content soon. (I taught English for a year myself, and might add something, though unfortunately I've nothing on my computer from that time.) It would be great if people from Wikigogy came here and/or if we could send word around to other English teachers' sites - free, high-quality English learning materials is one thing that the world is crying out for. The OER Grapevine is a great initiative (and I met Rob and Kevin at the last Wikimania), so it's great you're working on the wiki there. I'll be back in touch, and I'll be looking forward to seeing how we can begin to make progress between these various spaces. Thanks. Cormaggio beep 01:45, 17 February 2007 (UTC)

blocking open proxies
In order to prevent vandalism, Wikiversity is blocking thousands of proxies, see Open Proxies. --JWSchmidt 18:40, 20 February 2007 (UTC)

Great Fire Wall of China
Hi Roger, after you messaged I tried to ask on IRC of anyone that was in mainland China to try and test this for themselves - but without any joy. The article at Wikipedia - Blocking of Wikipedia in mainland China - does mention "Wikipedia and other Wikimedia sites", but it gives scant attention to any specifics. However, according to Wikinews, the block is in place for all Wikimedia sites, unfortunately. However, if your friend wants to get access to any Wikimedia site, there are ways around it (like proxies), mentioned in the Wikipedia article. I'm not well up on this to know of the blocks on open proxies affects this - but I'm pretty sure that people can still happily edit from China - with a bit of technical ingenuity.. Cormaggio beep 00:56, 22 February 2007 (UTC)

 * Nod to that. I'll mail the foundation mailing list now and try to get a bit of Wikimedia solidarity on this - the block is clearly not simply a Wikipedia issue. And if there's a simple way for a common user to access Wikimedia sites, I'll be sure to let you know. Thanks for bringing this up! Cormaggio beep 12:11, 22 February 2007 (UTC)

 * This development, called "Psiphon", seems to be one easy solution to getting around the block. It'd be great to confirm whether or not it works to both access and edit Wikiversity from China... Cormaggio beep 12:58, 22 February 2007 (UTC)

 * Update: After talking to one of the lead Wikimedia developers, it seems like the solution is proxies (though whether the above works or not, and whether or not we can allow people to edit from them, we'll have to find out..) Basically, the Chinese firewall is complex - its IP filters are constantly updated by various parameters - and Wikimedia's IP range is limited. According to this developer, any attempts to get around the block will inevitably have to be "small-scale" and "distributed". It's frustrating - but we'll have to see what people in China can actually do about it. In the meantime, I'd advise you to talk to Roadrunner (his email is on his userpage) - he really knows quite a bit about this... Cormaggio beep 16:08, 22 February 2007 (UTC)

OLPC article
Thanks very much Roger - that's a really fascinating glimpse into something that I thought I knew quite a bit about. :-) Very stimulating - I've posted a response on my blog (permalink). Cormaggio beep 15:03, 23 February 2007 (UTC)

TESOL Grammar
Thanks for the category corrections. Hope I've been helpful. I've been busy lately and may only end up stepping in again if constantly reminded through IRC, so if I am neeeded please drop into #noisecontrolmedia and page me in irc.freenode.net. I'll mention this to my collaborator there Mike42. Talk to you again soon ChrisBradley 21:03, 11 March 2007 (UTC)

Dashes
Thanks for fixing the Dashes on the ELang page. The Jade Knight 10:34, 28 June 2007 (UTC)

title: User talk:Rogerhc


text:
Talk:GarageBand

So where do you get it if it is not included on your computer?--Rayc 01:05, 22 September 2006 (UTC)
 * As far as I know, GarageBand only works with Macintosh OSX. You can buy it as part of iLife 2006. There are some other applications for Windows that are mentioned as being similar to GarageBand, but I never used them (example). --JWSchmidt 01:27, 22 September 2006 (UTC)

Great page
This is great work. The only pity is that I use an older version of MacOSX which didn't come with iLife, so i can't try out the activities here. I'm very interested in this area however - I would like to be able to facilitate the production of a variety of media through different software packages (preferably open source and multi-platform, so that we can include as many people as possible). But this is a great page that we can emulate for those programs.. Cormaggio 20:33, 5 October 2006 (UTC)

I feel this is excelent, but we must do efforts to use "free software" because not everyone has the money to buy expensive software. Thank you very much and kee doing it well--El Racionalista Prenihilista 00:50, 13 July 2007 (UTC)

title: Talk:GarageBand


text:
Talk:SLS Reading List

Does wikisource have works by these people?--Rayc 01:15, 22 September 2006 (UTC)
 * What is SLS? What criteria is being used to choose these works?  How long is this list expected to get?  Will specific books be mentioned, or just authors?  The Jade Knight 18:50, 14 October 2006 (UTC)

title: Talk:SLS Reading List


text:
User talk:Ericktz~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Ericktz. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ericktz~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 23:35, 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) 06:07, 19 April 2015 (UTC)

title: User talk:Ericktz~enwikiversity


text: User talk:Jwblase

title: User talk:Jwblase


text:
User talk:RichMac

Degree programs
Hi RichMac, I've just now seen your comments on your user page. First of all, I find it very interesting that you're researching degree programs. It could be interesting to see how these programs work - how much face-to-face and online learning they provide for, or whether they interface with other organisations, for example. On the latter point here I'm thinking specifically about a potential answer to your question about whether or not it would be possible to get a degree from Wikiversity. This, most of us have recognised, is a dim prospect on the horizon, if at all. But how about the idea I had of having material and activities within Wikiversity that people would undertake, and, when completed, would get some sort of certification from an accredited institution (or credit towards their degree, or whatever)? This would require some sort of partnership with an already accredited institution. Still, some people have hopes of developing accreditation for Wikiversity, or parts of Wikiversity - see Accreditation and Wikihigh for examples. Cormaggio 10:48, 11 October 2006 (UTC)

MIT philosophy course
I would be willing to work with you on "digesting" some of the content of that course, maybe we could work on Wikiversity pages such as Initial Questions as we go along. I'm particularly interested in the material starting with session #9 "Scientific Reason or Scientific Faith?" and then on into the "Freewill, Determinism, and Responsibility" section. I want to develop Science as Religion and I want to make a learning resource called Free Will as control that would explore Daniel Dennett's ideas about free will. I wonder why the notes for "Consciousness and Felt Experience" and "Materialist Options" are not online. I'm interested in creating pages for those topics here at Wikiversity, maybe starting at Topic:Philosophy of Mind. --JWSchmidt 03:21, 21 October 2006 (UTC)
 * I once sat in on a philosophy of mind course, and I have read a few books by philosophers. --JWSchmidt 05:09, 21 October 2006 (UTC)

Hi RichMac
I sometimes wonder about who else wanders these corridors; so I thought I'd introduce myself.

I'm executivezen and I too am intrigued by the potential of Wikiversity, though I'm not sure I'd want Wikiversity to offer degrees. I suppose I have slightly more anarchic wishes for this venture, namely that Wikiversity will not feel the need to be degree granting, nor that it's users will fall for the orthodoxy of traditional education. I guess that's okay for me to say; I've an undergraduate degree (Philosophy) and masters degree (management learning) from bricks & mortar universities; pretty orthodox I suppose. What intrigues me more about this place are the potentials around democracy and liberalism and how these impact learning. I'm not sure if this can be classed as education or edification. I prefer the latter. I'm a fan of the pragmatism of Richard Rorty, who uses 'edification' instead of education to describe his non-foundational beliefs for philosophy. Edification, I think, carries less of an agenda than education, which is a political hot potatoe.

Anyway, happy to find out more about your views about degree awarding. --executivezen 19:43, 21 October 2006 (UTC)

Hello, accreditation eh?
I am unsure if I'm for or against accreditation, but it would be nice to think that Wikiversity could offer an all-round learning experience for persons who would otherwise not have the opportunity to experience it. There should be ideas galore on how to learn, where to look, and discussions between learners on what they have learned. There should be a place where people can submit their proofs of their learning and have them critiqued by others, such as articles, papers, illustrations, movies, whatever. The collaborative learning environment should make it easy for learners to come together, find their in-groups, and both learn and help others to learn through production, requesting critique, and improving one's own abilities. It's an exciting prospect, and those without the access to bricks and mortar education might profit greatly by it.--Dnjkirk 16:22, 23 October 2006 (UTC)

Suggestions
Hi there! Your userpage page intrigues me. Hmm...Canada...degree... - have you heard of this before? :-) --HappyCamper 17:17, 10 November 2006 (UTC)

 * Hi again...Wikiversity needs you. Are you around these days? --HappyCamper 00:06, 27 November 2006 (UTC)

title: User talk:RichMac


text:
User talk:Hayleymariah~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Hayleymariah. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Hayleymariah~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 23:37, 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) 06:10, 19 April 2015 (UTC)

title: User talk:Hayleymariah~enwikiversity


text: User talk:Cheesepuppet

title: User talk:Cheesepuppet


text: User talk:Mjkaye

title: User talk:Mjkaye


text: User talk:Lorenzo Braschi

title: User talk:Lorenzo Braschi


text:
User talk:Van~enwikiversity

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 00:10, 18 March 2015 (UTC)

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

title: User talk:Van~enwikiversity