text:
User talk:Anjali~enwikiversity

 Hello Anjali, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 03:11, 25 October 2009 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

Advanced projects in chemistry
I moved the page you created to Advanced projects in chemistry. -- Jtneill - Talk - c 03:14, 25 October 2009 (UTC)
 * A good place to discuss is Colloquium. You could add each project on a separate page - give each one a meaningful, descriptive page name. Or you could put several projects onto one page. To learn basic wiki markup, you can try the Help:Guides or Help:Content or just ask for some assistance e.g., on the Colloquium. -- Jtneill - Talk - c 12:16, 25 October 2009 (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 Anjali. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Anjali~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 23:28, 17 March 2015 (UTC)

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

title: User talk:Anjali~enwikiversity


text:
User talk:AquaTeen13

 Hello AquaTeen13, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 03:11, 25 October 2009 (UTC)

 Woof! My name is Jack Russell. I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

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

title: User talk:AquaTeen13


text:
Motherboard

Course Navigation

Introduction to Motherboard
A motherboard is an electronic circuit board in a computer which interconnects hardware devices attached to it. Hardware it connects to include Central processing units, graphics cards, audio cards, storage drives. The motherboard facilitates communication between these devices, which allows the computer to operate. Other connected printed circuit boards may contain their own microprocessors, either to take some of the load off of the motherboard or to perform specialized tasks better than the general-purpose hardware on the motherboard could. These boards, together with other plug-in boards without CPUs, may be called "daughter boards." A PC motherboard may have a series of sockets, allowing daughter boards to be plugged in directly. Other connectors on the motherboard allow communication through cables with various peripheral devices, both inside and outside the computer case.

Ports
Ports are used by a motherboard to interface with electronics both inside and outside of the computer.

Serial
An outdated piece of technology, serial ports were most often used to connect the mouse. By circa 2000, most personal computers stopped relying on serial ports and were replaced by PS/2 and/or USB ports. Serial ports can still be found in industrial/commercial applications including computer networking such as Cisco routers like the Cisco 800 Series.

PS/2
PS/2 ports (now outdated) were for connecting peripherals such as your keyboard and mouse to the computer. PS/2 based mice and keyboards have now been replaced by USB ports as the popular standard. This trend for USB in place of PS/2 started circa 2004.

Parallel
Parallel ports are used to connect other peripherals such as joysticks, and more commonly, printers. Similar to the serial port, this technology is slowly being phased out in favor of USB. Since 2019, parallel ports started to be phased out of motherboards in favor of technologies such as USB.

SCSI
Pronounced "scuzzy" and stands for "small computer system interface". This was used primarily as a connection interface for tape drives and hard disk drives. SCSI has been superseded in favor of newer and cheaper technologies such as USB and Firewire.

USB
Universal Serial Bus (USB*) is a connectivity specification, currently at version 3, and known as "SuperSpeed USB".

USB Speeds :

 * USB 4.0 | USB 40 - 40 Gigabits per second
 * USB 3.1 | SuperSpeed - 10 Gigabits per second (Gbps)
 * USB 3.0 | SuperSpeed - 5 Gbps
 * USB 2.0 | Hi-Speed - 480 Megabits per second (Mbps)
 * USB 1.1 | Full-Speed - 12 Mbps
 * USB 1.0 | Low-Speed - 1.5 Mbps

USB is one of the most successful interconnecting protocols in computing history. It can operate at up to 40 Gbps, and can be found in over 2 billion PC, CE, and mobile devices. USB has strong consumer brand recognition and a reputation for ease-of-use. The current generation of USB (4), known as "USB40", is capable of transferring data at speeds around 80 times faster than hi-speed USB (a whopping 40 Gbps)

USB version 1.1 supported two speeds, a full speed mode of 12 Mbps and a low speed mode of 1.5 Mbps. The 1.5Mbps mode is slower and less susceptible to Electromagnetic Interference (EMI). EMI is unwanted noise or interference in an electrical path or circuit caused by an outside source. Source Article, thus reducing the cost of ferrite beads and quality components. For example, crystals can be replaced by cheaper resonators. USB 2.0 which is still yet to see day light on mainstream desktop computers has upped the stakes to 480 Mbps. The 480 Mbps is known as High-Speed mode and was a tack on to compete with the Firewire Serial Bus.

The Universal Serial Bus is host controlled. There can only be one host per Bus. A computer bus is a link between components or devices connected to a computer. For example, a bus carries data between a CPU and the system memory via the motherboard. Source Article. The specification in itself, does not support any form of multi-master arrangement. However, the On-The-Go specification which is a tack on standard to USB 2.0 has introduced a Host Negotiation Protocol which allows two devices to negotiate for the role of host. This is aimed at and limited to single point to point connection such as a mobile phone and personal organizer and not multiple hub, multiple device desktop configurations. The USB host is responsible for undertaking all transactions and scheduling bandwidth. Data can be sent by various transaction methods using a token-based protocol.

In my view the bus topology of USB is somewhat limiting. One of the original intentions of USB was to reduce the amount of cabling at the back of your PC. Apple people will say the idea came from the Apple Desktop Bus, where both the keyboard, mouse and some other peripherals could be connected together (daisy chained) using the one cable.

However, USB uses a tiered star topology, similar to that of 10BaseT ethernet An Ethernet standard that transmits at 10 Mbps over twisted wire pairs (telephone wire). Source Article. This imposes the use of a hub somewhere, which adds to greater expense, more boxes on your desktop and more cables. However, it is not as bad as it may seem. Many devices have USB hubs integrated into them. For example, your keyboard may contain a hub which is connected to your computer. Your mouse and other devices such as your digital camera can be plugged easily into the back of your keyboard. Monitors are just another peripheral on a long list which commonly have in-built hubs.

This tiered star topology, rather than simply daisy chaining Connected in series, one after the other. Source Article devices together has some benefits. Firstly, power to each device can be monitored, and even switched off if an overcurrent condition occurs without disrupting other USB devices. Both high, full, and low speed devices can be supported, with the hub filtering out high speed and full speed transactions so lower speed devices do not receive them.

Up to 127 devices can be connected to any one USB bus at any one given time. Need more devices — simply add another port/host. While most earlier USB hosts had two ports, most manufacturers have seen this as limiting and are starting to introduce 4 and 5 port host cards with an internal port for hard disks etc. The early hosts had one USB controller and thus both ports shared the same available USB bandwidth. As bandwidth requirements grew, we are starting to see multi-port cards with two or more controllers allowing individual channels.

The USB host controllers have their own specifications. With USB 1.1, there were two Host Controller Interface A register-level interface that enables a host controller for USB or IEEE 1394 hardware to communicate with a host controller driver in software. Source Article Specifications: the Universal Host Controller Interface (UHCI) - developed by Intel, puts more of the burden on software (Microsoft), allowing for cheaper hardware; and the Open Host Controller Interface (OHCI) - developed by Compaq, Microsoft, and National Semiconductor, places more of the burden on hardware (Intel) and makes for simpler software.

With the introduction of USB 2.0 a new Host Controller Interface Specification was needed to describe the register level details specific to USB 2.0. The EHCI (Enhanced Host Controller Interface) was born. Significant Contributors include Intel, Compaq, NEC, Lucent and Microsoft so it would hopefully seem they have pooled together to provide us one interface standard and thus only one new driver to implement in our operating systems.

USB as its name would suggest is a serial bus. It uses 4 shielded wires of which two are power (+5v & GND). The remaining two are twisted pair differential data signals. It uses a NRZI (Non Return to Zero Invert) encoding scheme to send data with a sync field to synchronize the host and receiver clocks.

USB supports plug and play with dynamically loadable and unloadable drivers. The user simply plugs the device into the bus. The host will detect this addition, interrogate the newly inserted device and load the appropriate driver all in the time it takes the hourglass to blink on your screen provided a driver is installed for your device. The end user needs not worry about terminations, terms such as IRQs and port addresses, or rebooting the computer. Once the user is finished, they can simply unplug the cable, the host will detect its absence and automatically unload the driver.

The loading of the appropriate driver is done using a PID/VID (Product ID/Vendor ID) combination. The VID is supplied by the USB Implementor's Forum The USB Implementers Forum (USB-IF) is a nonprofit organization created to promote and support USB (Universal Serial Bus). Source Article at a cost. This is seen as another sticking point for USB. The latest info on fees can be found on the USB Implementor’s Website.

Other standards organizations provide is an extra VID for non-commercial activities such as teaching, research or fiddling (The Hobbyist). The USB Implementor's forum has yet to provide this service. In these cases, you may wish to use one assigned to your development system's manufacturer. For example, most chip manufacturers will have a VID/PID combination you can use for your chips which is known not to exist as a commercial device. Other chip manufacturers can even sell you a PID to use with their VID for your commercial device.

Another more notable feature of USB, is its transfer modes. USB supports Control, Interrupt, Bulk and Isochronous transfers. While we will look at the other transfer modes later, Isochronous allows a device to reserve a defined amount of bandwidth with guaranteed latency. This is ideal in Audio or Video applications where congestion may cause loss of data or frames to drop. Each transfer mode provides the designer trade-offs in areas such as: error detection and recovery, guaranteed latency and bandwidth.

Firewire
Technically known as the IEEE 1394 interface, but dubbed by Apple as Firewire, this connection medium hoped to surpass USB in terms of speed and popularity. While it did outperform USB v2 in speed tests, uptake was very limited due to the existing widespread use of USB. For most purposes, this interface was superseded by Thunderbolt.

Thunderbolt
Thunderbolt is a connectivity specification that was developed by Apple and Intel which is currently at version 4. It supports display out at speeds of up to 40 Gbps. It also supports Ethernet networking protocols, and also can be used for external storage. It can even be used to connect external graphics cards. It also supports the USB4 specification. Most Apple branded computers use Thunderbolt ports.

Slots
Slots are an opening in a computer where a peripheral circuit board can be inserted to add new capabilities. All personal computers contain expansion slots for adding more memory, graphics capabilities, and support for special devices. Expansion slots come in different flavors, which will be described below. An alternative explanation for expansion slots can be found here.

Graphics Card
Graphic cards, also called video cards or video adapters, convert signals into video signals so the images can be displayed on the monitor. While many low-end graphics units are built into the CPU these days, enthusiasts will invest in standalone graphics cards with stronger and more powerful processing capabilities. This allows for heavy image editing, or better rendering and frame-rates in computer games.

Graphics cards are designed to offload rendering from the CPU. Some graphics cards can be powered by the motherboard and usually require a PCI-e slot. Higher-end cards require more power and thus will need a double 6-pin/8-pin connector that runs directly to the power supply. Standalone Graphics cards also include onboard memory for efficient rendering. Typical sizes of modern graphics cards include 4-16 GB of memory. Today, graphics cards have multiple core processors that are largely parallel to increase texture fill and process more 3D objects in real time.

Graphics Card on Wikipedia

Sound Card
A sound card, also referred to as an audio card, facilitates the input and output of audio signals to and from a computer under the control of computer programs. Sound cards for computers were uncommon until 1988, which left the single internal PC speaker as the only way early PC software could produce sound and music.

Uses of a sound card include the audio components for multimedia applications such as: games, video/audio editing software, and music composition. Before, computers used to have sound capabilities built into the motherboard, while other computers required additional expansion cards. Now, the main method of sound used for computers is through either a USB speaker, or audio out through HDMI or DP.

Sound Card on Wikipedia.

Network Interface Cards (NICs)
Network Interface Cards can be a network card, network adapter, LAN Adapter, or NIC (network interface card). They are a piece of computer hardware designed to allow computers to communicate over a computer network. Used for remote communication via cable. Data is transmitted over a cable network. The NIC connects computers and other devices such as printers. Many modern motherboards have NICs built in by default, while others required expansion NICs, either through M.2 or PCIe ports.

NICs on Wikipedia

PC Card
A PC Card (originally PCMCIA Card; short for Personal Computer Memory Card International Association) is a device that uses a specific peripheral interface designed for laptop computers. This technology has been largely superseded in favor of newer technologies such as ExpressCard.

PC Card on Wikipedia

Course Navigation

title: Motherboard


text:
Introduction to Computers/Disks

Course Navigation

Long Term Storage
Computer storage is often referred to as secondary memory. It's where data is more permanently stored than on primary memory, commonly referred to as "RAM" (random access memory).

Floppy disks
A "floppy disk" (or diskette) is a form of magnetic data storage; thin, flexible, soft, flat piece of mylar plastic, packaged in a 3.5 inch plastic case. The reason it was called a floppy is because obsolete (8 and 5.25 inch formats) types would "flop" as you waved them. Floppy disks were invented by IBM and were a popular form of data storage from the 1970's to the 1990's. The key to their widespread use was their inexpensive cost and ease of portability. Information could be transferred to a floppy disk, stored, disk removed, then inserted into another system to then be accessed. Although there was a variety of different sizes of floppy disks produced by various manufacturers, the most widely used was the 3.5 X 5.25 inch. (As identified below) It is a form of secondary "permanent" storage and can hold approximately 1.44 MB. The disk is inserted into a floppy disk drive, a device that holds, spins, reads data from, and writes data to a floppy disk.

With the new systems now available, the demise of the floppy disk was inevitable. It has been replaced by CD, CD-ROM and USB Drives. It is deemed "evil" because of its unreliability and small size. However, the floppy disk has not lost its use totally, the very image of the floppy disk has become a symbol for saving data in programs. It has managed to maintain its portability and popularity in a different way.

Picture of a 3.5 inch floppy & 5.25 inch floppy.

Zip disks
A zip drive is a secondary storage device that uses zip disks. Zip disks are cartridges similar to floppy disks but capable of storing 70-500 times more memory. Zip disks are disks with a special high quality magnetic coating that have a capacity of 100, 250, or 750 MB. Zip drives are almost obsolete today as CDs or memory sticks are much more convenient since they can be read by almost all computers (Zip disks need special zip drives).

Hard drives
A hard-disk drive (HDD) is a non-volatile device used for storage, located inside the computer case. Like the floppy drive, it holds its data on rotating platters with a magnetic upper exterior which are changed or read by electromagnetic tipped arms that move over the disk as it spins.

Hard disks come in various speeds. An IDE/SATA hard disk spins at 4200, 5400, 7200 and some 10,000rpm. HDD comes in three different methods of connection, IDE, SATA, and SCSI. An IDE drive is significantly slower than SATA data transfer speeds on newer IDE are typically 133 MB/s while SATA 1 has a transfer speed of 150 MB/s, SATA 2 has 300 MB/s and the newest Sata 3 has a transfer speeds of 600 MB/s. A particular Sata hard disk has a spindle speed of 7200rpm which also contributes to the high data transfer speeds. A SCSI hard disk (used in servers and high end computers)have a spindle speed of up to 15000rpm.

The setup of a hard disk may include: stand alone master, slave with master present, RAID 0, RAID 1 - 10

RAID Setup: the two most common configurations are RAID 0 and 1

RAID is the abbreviated term for: Redundant Array of Inexpensive Drives. Raid 0 uses the concept of striping to evenly split data between 2 or more drives. This allows the computer to access multiple drives simultaneously to increase data transfer rate and response time. The disadvantages of this setup is reliability. If one of the drives fail -- your data is gone.

RAID 1, is the setup in which 2 or more disks are used to create copies of each other assuring no data loss if one or more drives fail in the array. Performance wise, there is no gain.

The most cost effective purchase would be for a 500GB internal HD in the SATA format which will run about $50. or 10 cent per 1GB (as of 8-12-11) Values change drastically so look at prices before purchase. Keep in mind most application do not require huge amounts of space, however, if you are a avid Audiophile, Photographer or movie buff who store their files locally the larger the better.

Hard_disk

A hard drive is also known as a hard disk or fixed disk drive. Hard_drive

Hard disks are most commonly used for secondary storage.

Solid state drives
An SSD (solid state drive) relies on non-volatile silicon memory chips arranged in arrays to store data. SSDs have nearly no read and write latency and come in two forms. The first form would be a SATA SSD. This connects to the same bus as a normal SATA hard disk. However, it is still much faster with speeds of around 500-600 MB/s. In comparison, the standard SATA hard disk is capable of only 40-90 MB/s. These types of SSDs can also connect through M.2. The second (and more expensive form) is an NVMe SSD. By sidestepping connecting to a SATA bus and connecting directly through a PCIe interface through M.2, NVMe SSDs are able to transfer data at blazing fast speeds, with SSDs of this type on average having a transfer speed of 3500 MB/s, and with PCIe 5.0, these speeds have a theoretical limit of 14000 MB/s. However, due to higher production costs, SSDs are still more expensive than hard disk drives. Though, this difference in cost is decreasing rapidly. SSDs can also be much larger in storage capacity, with theoretical limits of up to 100 TB.

Tape drives
A tape drive is a storage device that uses a streaming magnetic tape to store data. Instead of allowing random-access to data, tape drives only allow sequential-access to data. It must wind between reels to find any particular piece of data at any given time.

Tape drives are used for archival storage of data stored on hard drives Tape_drive

Pressing
CD pressing is having the CD stamped or plated instead of laser encoding.  Check out this informative video which features how mass production CD pressing is conducted: http://www.youtube.com/watch?v=9BHNyTTx9W8&feature=related

Burning
Burning is a process in which a CD is written using indentations that are burned onto the disc. You can burn onto a variety of devices, such as CD-R, CD-RW and DVD-R. This process happens with the use of red or blue lasers. Some burnable devices are rewritable (CD-RW) and some are permanent (CD-R).

Sides and layers
DVD's are capable of writing and reading two different layers on both sides of the disc.

If both sides of a DVD are used, this double layer can be duplicated again, creating four data layers. This form of disc can hold over 4.7GB of information.

Blu-Ray
Blu-Ray uses a blue violet laser. The laser enables many functions of a video such as recording, rewriting and playback. Much more data can be stored on a Blu-Ray disc than on a regular DVD, over five times the amount of data that a single layer DVD. It also has a duel layer version. Blu-Ray is a new optical disc standard based on the use of a blue laser rather than the red laser of DVD players. The standard was developed collaboratively by Hitachi, LG, Matsushita (Panasonic), Pioneer, Philips, Samsung, Sharp, Sony, and Thomson. Toshiba and NEC are among the companies promoting a competitive optical format, HD-DVD.

Flash
The most flexible storage device. Flash would be considered as a secondary storage. It's a non-volatile computer memory which does not lose it's information when power is lost. It is a technology that is primarily used in memory cards to transfer data between computer and other digital products such as a PDA (personal digital assistant), digital camera, digital camcorder, and etc. The flash memory drive comes in many forms such as a jump drive, use flash drive, and etc.

title: Introduction to Computers/Disks


text:
Introduction to Computers/Memory

Course Navigation

Primary storage, or memory, refers to the space on your hard drive that is briefly used for working space. This usually is stored in a chip. Memory consists of four types of memory chips: RAM, ROM, CMOS and flash. RAM stand for random access memory and ROM stand for read only memory. These are also called primary memory of a computer.

RAM
RAM stands for Random Access Memory. It is memory that needs to be used or accessed quickly by the CPU. It is stored and is a type of chip which is specifically designed for it. RAM can also be referred to as the "primary storage" of a computer, because it is the main memory accessible to the CPU. It holds software instructions and short-term working memory for the processor so that the processor can easily access this data in one place. RAM can be increased in most computers by using the expandable memory slots. More RAM allows computers to operate more efficiently.

Primary_storage

RAM is taken in the form of integrated circuits which represent primary or temporary storage. These circuits allow stored data to be accessed in any order, which is why it's called random. Making it random instead of sequential greatly increases the speed the computer can operate since time is not wasted going to the place where needed data is stored (as in tape backups). Random_access_memory

Volatile
Volatile is a descriptive word for RAM; it means that when the computer loses power, the RAM will be lost. In order to prevent data from being lost, it must be saved to a hard disk or permanent storage area called ROM (Read Only Memory)[247].

Fast
RAM, in most cases, works faster than a hard drive, and some, faster than flash memory (which isn't volatile). This greater speed is why it's still used in computers today. Computers will run faster and more efficiently with more RAM. The suggested amount of RAM for current operating systems such as Windows Vista/XP and OSX 10.5 to run smoothly with the weight of shared graphics memory and programs is 1024 megabytes (1GB). Currently, RAM comes in 4 types: DDR1, DDR2, DDR3, DDR4 and DDR5 available since 2020. DDR2 is currently used the most. DDR3 operates at a higher frequency and has 3 data transfer channels thus increasing bandwidth. Newly developed SSD hard disks currently are capable of meeting and exceeding the transfer rate of DDR and DDR2.

A 32-bit operating system is only capable of utilizing 4gb of RAM. However a 64-bit operating system is capable of supporting much more memory.As compared to ROM, RAM is costlier.

ROM
ROM (Read Only Memory) refers to a read only memory chip that cannot be written on or erased by the computer user without special equipment. ROM contents are not lost when power to the computer is no longer available.

Since it does not need power, and cannot be rewritten the only things put on ROM are starting (booting) instructions.

CMOS
CMOS stands for Complementary metal–oxide–semiconductor. This is a technology used in chips and analog circuits. Cmos

It doesn't lose it's contents when turned off even if the content was not saved. Also keeps the time and date current even when the computer is turned off.

Course Navigation

title: Introduction to Computers/Memory


text: Category:Psychology 102/Assessment/Essay


text:
Introduction to psychology/Psy102/Assessment/Essay/General feedback

This page provides general feedback to students from the Psychology 102 essay markers and the unit convener. This is in addition to the Psychology 102 essay writing guidelines already provided.

Marking distribution

 * 1) Average essay mark in Psy 101 = 60.8
 * 2) Average essay mark in Psy 102 = 65.7 (Range = 20 – 100)

Abstract (10%)

 * 1) Good abstracts summarised argument, theory, research, and conclusions in ~150 words.
 * 2) Weaker abstracts tended to say what the essay would cover, without actually summarising the content
 * 3) Do not include citations
 * 4) Present on a separate page, following the title page

Argument (20%)

 * 1) Answer all parts of the question/topic – don't just pick a couple of convenient examples or aspects
 * 2) Stay on topic – all information needs to be relevant, current and appropriately detailed
 * 3) Viewpoint should be clear, based on literature presented
 * 4) Evidence for both sides of the argument is needed – how else can you reach a logical and concise conclusion?
 * 5) Introduce the topic and establish the importance
 * 6) State the argument and summarise main ideas
 * 7) Define/explain technical terms
 * 8) Answer the question and stay on topic
 * 9) Main points should follow clearly
 * 10) Summarise main points

Theory (20%)

 * 1) Some essays didn't present any theory
 * 2) Some essays only presented one theory
 * 3) Some essays critically examined several relevant theories

Research (20%)

 * 1) Link the evidence you provide to your argument – ask “so what?”
 * 2) Critically evaluate
 * 3) It is stronger to summarise a body of research than to simply describe a small number of studies in detail

Presentation (20%)

 * 1) Use APA style
 * 2) Use in-text citations
 * 3) Write in your own words – avoid overuse of direct quotes
 * 4) Write in third person (not I, me, we, us, our, you, your etc.)
 * 5) Avoid colloquial language
 * 6) Subjects - use participants

References (10%)

 * 1) Reference all ideas that are not your own work (Ask yourself “how do I know this?”)
 * 2) Use peer-reviewed sources (journal articles and edited book chapters)
 * 3) Every citation in essay must be in your reference list and vice versa

Other tips

 * 1) Follow APA format
 * 2) Review the marking criteria again before you submit your essay
 * 3) Get someone to proofread
 * 4) Read it aloud to yourself
 * 5) Don’t leave it to the last minute
 * 6) Ask for help – e.g., Academic Skills and Health Learning Resource Centre

General feedback about all topics

 * Good essays tended to...
 * 1) Explain more than one theory
 * 2) Provide well-selected and well-placed in-text citations to support argument and claims.
 * 3) Present a balanced and objective interpretation of available evidence and theory.
 * 4) Integrate discussion of theory and research evidence.
 * 5) 10 or more peer-reviewed references, including the starting references from ereserve and independently researched sources
 * 6) Use only primary citations.
 * 7) Provide an Abstract which accurately summarised the content of the essay.
 * 8) Adopt APA style.
 * 9) Have few spelling, grammar, and written expression errors.
 * 10) Use few, if any, direct quotes.

 * Less good essays tended to...
 * 1) Explain no theories or only one theory
 * 2) Lack in-text citations to support argument and claims.
 * 3) Overstate claims and to lack a balanced and objective interpretation of available evidence and theory.
 * 4) Less than 10 peer-reviewed references.
 * 5) Overuse secondary citations.
 * 6) Provide a vague Abstract which did not provide a sufficiently detailed summary of the content of the essay.
 * 7) Not adopt APA style.
 * 8) Have several spelling, grammar, and written expression errors.
 * 9) Overuse direct quotes.

General feedback about specific topics

 * Human-animal contact essay feedback
 * Smart drugs essay feedback
 * Pain essay feedback
 * Exercise essay feedback
 * Sensory deprivation essay feedback
 * Dreams essay feedback
 * Habit modification essay feedback


text:
User talk:Hcarpentier

 Hello Hcarpentier, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 25 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 25 October 2009 (UTC)

title: User talk:Hcarpentier


text:
User talk:Drobertsonwelsh

 Hello Drobertsonwelsh, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 25 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 25 October 2009 (UTC)

title: User talk:Drobertsonwelsh


text:
User talk:Ajovi4ever

 Hello Ajovi4ever, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 25 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 25 October 2009 (UTC)

title: User talk:Ajovi4ever


text:
User talk:Charlie~enwikiversity

 Hello Charlie, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
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 * Find out about research activities on Wikiversity.

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 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 25 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 25 October 2009 (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 Charlie. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Charlie~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:04, 19 April 2015 (UTC)

title: User talk:Charlie~enwikiversity


text:
User talk:EGM6936.f09.ku

 Hello EGM6936.f09.ku, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 25 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 25 October 2009 (UTC)

title: User talk:EGM6936.f09.ku


text:
User talk:Egm6936.f09

 Hello Egm6936.f09, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 25 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 25 October 2009 (UTC)

title: User talk:Egm6936.f09


text:
Smart drugs

This resource page contains notes about theories and research on smart drugs.

Psychology 102
Currently, this is a Psychology 102 resource page for the essay question: "What are "smart drugs" (also see "cosmetic neurology")? Do smart drugs "work" and if so, how and for what types of tasks and people? What are the risks? Discuss with reference to psychological theories and research." See also:
 * 1) Moodle discussion about this topic
 * 2) Some starting links:
 * 3) http://delicious.com/jtneill/smartdrugs

Good essays tended to...

 * 1) Consider positive, null and negative effects of smart drugs

Less good essays tended to....

 * 1) Lack consideration of relevant theory(ies)

title: Smart drugs


text:
Open management

Open management is one of the suggested criteria for open academia, but the principles can apply in any organisation or task/group process.

title: Open management


text:
User:JohnCSUB05

=Hello, world.=

Real name
John

Email
This will be uploaded as an image soon.

Links
Go to John's /Sandbox.

title: User:JohnCSUB05


title: User:Coolio93


text:
User:Egm6936.f09/Turbophoresis

Google search for "turbophoresis"

Turbophoresis (wikipedia)

Turbo: Turbine, a rotary engine actuated by the reaction or impulse or both of a current of fluid (as water, steam, or air) subject to pressure and usually made with a series of curved vanes on a central rotating spindle.

Phoresis: Transmission

Can turbophoresis be predicted by large-eddy simulation?, J. G. M. Kuerten and A. W. Vreman, Phys. Fluids 17, 011701 (2005); doi:10.1063/1.1824151

A theory of particle deposition in turbulent pipe flow YOUNG J., LEEMING A. Abstract We describe a theory of particle deposition based formally on the conservation equations of particle mass and momentum. These equations are formulated in an Eulerian coordinate system and are then Reynolds averaged, a procedure which generates a number of turbulence correlations, two of which are of prime importance. One represents 'turbulent diffusion' and the other 'turbophoresis', a convective drift of particles down gradients of mean-square fluctuating velocity. Turbophoresis is not a small correction; it dominates the particle dynamic behaviour in the diffusion-impaction and inertia-moderated regimes. Adopting a simple model for the turbophoretic force, the theory is used to calculate deposition from fully developed turbulent pipe flow. Journal of Fluid Mechanics, 1997, vol. 340, pp. 129-159 (1 p.1/4)

Statistical models for predicting pair dispersion and particle clustering in isotropic turbulence and their applications, Leonid I Zaichik and Vladimir M Alipchenkov, New J. Phys. 11 (2009).

Dynamics of dispersed heavy particles in swirling flow, R.H.A. IJzermans, PhD thesis, U Twente, Netherlands, 2007.

Thermophoresis (wikipedia) Animation of smoke particles around a hot rod (wustl)

Turbulence seminars: See the talk of M. Reeks.

title: User:Egm6936.f09/Turbophoresis


text:
User:Smsaladi

Hiii. This is my user page!!

title: User:Smsaladi


text: File:Corgi-Masserati independent box frame for form car.jpg


text:
User:JohnCSUB05/Sandbox

Hello, world.

Real Analysis
Real analysis is a branch of mathematical analysis dealing with the set of real numbers. In particular, it deals with the analytic properties of real functions and sequences, including convergence and limits of sequences of real numbers, the calculus of the real numbers, and continuity, smoothness and related properties of real-valued functions.

The goal of this course is to prepare a student to acquire skills on the foundations of the basic theorems and results that shape the mechanisms of calculus and real analysis, and to progress towards a deeper understanding of mathematical ideas that will be a basis for further courses including linear algebra, advanced real analysis, complex analysis, functional analysis, partial differential equations, Lebesgue theory, calculus on manifolds, and the integration of differential forms.

Our course begins with some fundamental observations about other number systems that we have dealt with in the past.

The Natural Numbers
The natural numbers arise as the simplest abstraction for the notion of quantity. They are usually conceived of as "counting numbers" and for the purposes of this course (and unless otherwise stated), begin with 1. If we try to abstract a little further, we can observe that as "counting numbers," they have the property of always having a succesor. That is, if you have a natural number, you can always find a new natural number, its succesor, such that no other natural number lies between that number and the former.

For example, if I give you the natural number 1729, then the only possible successor would be 1730. On the other hand, not every natural number is the successor of some other natural number. If I say that 2008 is the succesor of a number, then the original number would be 2007; however there is no natural number $$n$$ such that 1 is the successor of $$n$$.

The existence of a "succesor property" implies (as you should verify) that there is a least natural number: 1. Also, this property implies the existence of an algorithm for creating a new natural number from any given natural number.

When talking about systems of numbers, it is helpful to write instead the set that describes all of the numbers within the system. For example, what happens if we somehow "group" all natural numbers? We will not talk -- for the moment -- about "how many" natural numbers one can have. Intuitively, you might say that this number is infinite, but we must be a little more precise and rigorous about the mathematical concept of "infinity." We can certainly assume, however, that it is possible to talk about the set that contains all of the natural numbers (since the succesor property constructs all of them). We give that set a distinctive character: $$\mathbb{N}$$. Using proper mathematical notation, we write this as

$$\mathbb{N}=\{x : x \mbox{ is a Natural Number}\}$$

We will continue developing more concepts of $$\mathbb{N}$$ as we move forward, such as what it means for $$\mathbb{N}$$ to be a partially ordered set or a countable set, but we will not deal with their formal construction here since they deal with Set Theory, a totally different course.

The Integers
The integers can be thought of as an "extension" of the natural numbers, to include negative numbers as well as the number zero. We call the set of all integers $$\mathbb{Z}$$. In the language of set theory, we say that $$\mathbb{N}$$ is a subset of $$\mathbb{Z}$$ and write this as $$\mathbb{N}\subset \mathbb{Z}$$.

Many properties of the integers are inherited from the natural numbers, but for the sake of this introduction we will not develop their formal construction, which belongs to a more rigorous course on set theory and foundations of mathematics. On the other hand, the existence of negative integers implies that unlike the natural numbers, there is no smallest integer (it is left to the student to demonstrate this).

The Rational Numbers
In the same way that the integers may be thought of as an extension of the natural numbers, the rational numbers may be considered an "extension" of integers. They are formally constructed as equivalence classes of pairs of integers, and represent all the fractions that we know from basic arithmetic. The set of all rational numbers is called $$\mathbb{Q}$$, and consists of all pairs of integers $$\langle m,n \rangle,n \neq 0$$ in the form $$\frac{m}{n}$$.

One would think that, by adjusting the numerator and denominator of a rational number, any conceivable number could be expressed, and indeed $$\mathbb{N}\subset\mathbb{Z}\subset\mathbb{Q}$$. But from our knowledge of solutions to algebraic equations, there are situations in which $$\mathbb{Q}$$ is not sufficient to express a solution to a given equation. Take the question leading to the famous "Pythagorean catastrophe", to wit:

"Is there a rational number $q$ such that $q^2=2$?"

The Incompleteness of the Rational Numbers
We are now going to tackle the question of the "completeness" (without actually defining what it means to be complete) of the rational numbers. Intuitively speaking, we want to find out if there exists any number that cannot be expressed using $$\mathbb{Q}$$. Take the unit square, for instance (a square that measures one unit on each side). Isn´t it natural for us to wonder about the number that represents the "length" of the diagonal of this square?

Pythagoras' theorem tells us that this number is $$\sqrt{2}$$. But what the symbol $$\sqrt{2}$$ tells us is "find a number x such that its square equals 2" In other words,

$$x=\sqrt{2} \iff x^2=2$$.

Let us show how no rational number can solve this equation (equivalent to saying: "let us show that the square root of two is not a rational number"). The proof is by contradiction.

Let us first assume that $$\sqrt{2}$$ is a rational number. Then, it can be written in the form $$\frac{m}{n}$$, where both $$m$$ and $$n \neq 0$$ are integers. Without loss of generality, assume that $$m$$ and $$n$$ are the smallest such numbers, in other words, that $$\frac{m}{n}$$ is written in lowest terms. Thus, we can write:

$$\left (\frac{m}{n} \right )^2 = \frac{m^2}{n^2} = 2$$.

Or, equivalently, $$m^2=2n^2$$, which shows that $$m^2$$ is an even number. Then m is an even number, since the square of an even number is even and the square of an odd number is odd (justification left to student). Then write $$(2k)^2 = 4k^2 = 2n^2$$ for some integer $$k$$, which shows that $$n^2$$ is even and so therefore is $$n$$. Now we have $$m$$ and $$n$$ both even numbers, contradicting the assumption that $$\frac{m}{n}$$ is written in lowest terms. Hence $$\sqrt{2}$$ is not a rational number.

Set Theory Conventions
[this part needs to be written]

title: User:JohnCSUB05/Sandbox


text:
BSA and BMI

Estimation of body surface area and calculation of BMI – preparative page for educational slides designed for medical practice, with some chunk of theory introduction.

This page is created paralell with this Czech one: cs: Odhad tělesného povrchu a výpočet BMI

Weight and height
The basic information about the human body is: Both values are obtained directly by weighting and measuring the human body.
 * the body mass
 * the body height

SI Units

 * 1 m = 1 meter = basic unit of length → used for body height too
 * 1 kg = 1 kilogramm = basic unit of mass → used for body mass, too

Body surface area
Measuring of the body surface is very difficult task and therefore some attempts were done to estimate it's value. There are many formulas for calculation. One of them is the Dubois & Dubois formula:

BSA = 71,84 * m0.425 * h 0.725 where:
 * m = body mass [kg]
 * h = body height [cm]
 * units of BSA = cm2

This surface can be calculated as well by means of specialised nomogram.

BMI
Body mass index is defined as the fraction of the body mass divided by square power of body height:

BMI = m / h2

where:
 * m = body mass [kg]
 * h = body height [m]
 * units of BMI = kg/m2

Devices

 * weighing scale
 * measuring scale
 * calculator
 * nomogram Dubois & Dubois
 * ruler

Task

 * 1) Take the height and weight of the examined subject.
 * 2) Fill measured values into the form
 * 3) Calculate the BSA using the Dubois & Dubois formula
 * 4) Calculate the BSA using the nomogram
 * 5) Compare both values
 * 6) Calculate the BMI
 * 7) Discuss the results of measurement, compare it with the norm, compare values between the members of your group, make conclusion.

title: BSA and BMI


text:
Talk:Open academia

open and/or popular
How will a balance be struck between open and popular? For example.. MP3 and 4.. or Youtube etc? Leighblackall
 * Quick thoughts here - strive towards maximising openness - some compromise may pragmatically happen along the way - but if we set the bar too low because of laziness/convenience then we get sucked into the vortex of vendor lock-in etc. Open academia wouldn't exclude use of popular mediums, but strive to make available original, editable, open originals - e.g., archive.org I think provides auto-archiving to ogg formats etc.? -- Jtneill - Talk - c 00:24, 26 October 2009 (UTC)

title: Talk:Open academia


text:
User:Jacob~enwikiversity

= =

 * Topic (10%)

< >

 * Research (20%)

<>

 * 1) Internet site:
 * 2) Book:
 * 3) Scholarly Journal:
 * 4) Other (interview, TV show,etc):

 * Your accomplishment (20%)

<>

 * Project Review (50%)
 * Jacob Andrew Conway
 * Steven Arntson
 * Freshman Seminar – General Education
 * December 6, 2009
 * I Have Always Wanted To …….

The one small desire I still have is to receive my driver’s license. With a drivers license I would have the freedom to drive wherever and whenever I like. The independence a person receives alone is motivation. I often have to wait for a ride or figure out how to take the bus or train anywhere I would like to go. A trip to GameStop does not happen often enough.

For this project there was not a lot of research I could do to prepare. One resource came from the department of motor vehicles which was the drivers manual. This manual included all information that would be included on the test. Many of the questions were word for word from the manual. Another resource I located was on the Washington Department of Motor Vehicles website. This website had all the information needed for the test for example, the pricing and times I could take the test in my area. This website was also invaluable because I found practice tests I could take ahead of time. I did not complete my goal at this time, but I gained valuable experience I would not have received if not for this project. I am feeling much more confident in my skills of driving due to the practice time I received. I drove on the back roads and the main highway back home in rural Omak. I also gained valuable experience in the actual test and where the Department of Motor Vehicles is located. I did not come as close as I wanted to in receiving my driver’s license, but I did gain an old Subaru purchased by my uncle that I can now call my own. This alone motivates me to keep trying to acquire my license.

A lot of this project went well even though I did not complete the task of actually receiving my driver’s license. For me it was much more difficult than I thought it was going to be. In the beginning so many relatives offered assistance here in the city, but I found it difficult to get any driving time with any of them. Our schedules were all so different that we barely saw each other. Another challenge was taking the actual test, which I did try once. I made plans numerous times to go with my parents on Saturday when they were available. This did not work out due to their busy schedules and distance in location. I also did not follow through with finding out which bus could take me to the local Department of Motor Vehicles. I found with my lack of experience in the local bus system confusing. I pretty much can only find my way to school at this point, which takes an hour of Sounder train time and one transfer to the bus.

Things will continue to get better for my project completion. I will be returning home for winter break and will be able to have another chance of taking the exam. I will extend my goal for the winter for motivation sake. I know myself and if I don’t keep this goal active I will just forget about it and never get my license. I also realized I need to break this project up in more simple segments. I need to pass the test first, and then move on to more driving time so I know I can pass the driving section of the test when the time comes. I am worried about the winter weather, but I figure if I accomplish learning to drive in the bad weather I can accomplish driving anywhere, except for maybe Vegas.

www.dol.wa.gov Department of Licensing, Washington Drivers Guide

-Jacob Conway 04:08, 7 December 2009 (UTC)

title: User:Jacob~enwikiversity


text:
User:Johnhallberg

John Hallberg Vikram Acharya

title: User:Johnhallberg


text:
User talk:Anaviyella

 Hello Anaviyella, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:17, 26 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 26 October 2009 (UTC)

title: User talk:Anaviyella


text:
User talk:Rcalliou~enwikiversity

 Hello Rcalliou, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 26 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 26 October 2009 (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 Rcalliou. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Rcalliou~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 23:49, 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) 06:18, 19 April 2015 (UTC)

title: User talk:Rcalliou~enwikiversity


text:
User talk:Andrearuda

 Hello Andrearuda, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 26 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 26 October 2009 (UTC)

title: User talk:Andrearuda


text:
User talk:Jacob~enwikiversity

 Hello Jacob, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:19, 26 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:19, 26 October 2009 (UTC)

Posting
Jacob,
 * (I tried to send this as an email, but it bounced.)
 * It looks like you did get it your final correctly posted I fixed a couple of minor formatting things. I'd still like to see your midterm assignment--feel free to ask for help if you're having difficulty with it.
 * Best, Stevenarntson

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 Jacob. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Jacob~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 23:39, 17 March 2015 (UTC)

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

title: User talk:Jacob~enwikiversity


text:
Introduction to psychology/Psy102/Assessment/Essay/General feedback/Pain

General feedback for the pain topic essays
Overall the essays on this topic did a good job of answering the essay question. Many essays neglected to use critical thought and evaluation, so be sure to comment on the studies and information you present, what are the strengths and weaknesses? Finally, to receive a good grade the essays were required to:
 * 1) Define pain is some meaningful manner (some people noted the distinction between chronic and acute pain, and others noted that pain is not only a sensation but also a perception)
 * 2) Then the essay was required to discuss a range of psychological treatments which can assist people with pain management (some treatments you could have mentioned included but are not limited to: cognitive behavioural therapy, acceptance and commitment therapy, relaxation techniques, hypnosis, behavioural techniques, mindfulness based cognitive therapy, meditation, and client centered therapy)
 * 3) You also needed to then assess and critique how effective each treatment you discussed is (to do this effectively most people used the results of relevant research studies, preferably journal articles)
 * 4) Finally you were required to use theory and research to support your points (some theories people used included but are not limited to: gate control theory, evolutionary perspective, and biopsychosocial model).


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Introduction to psychology/Psy102/Assessment/Essay/General feedback/Exercise

Essay question
What are the short and longer-term psychological effects of physical exercise and what causes these effects? Discuss with reference to psychological theories and research.

Feedback about the exercise topic essays
The psychological effects of physical exercise essay topic was the second most popular (out of 7 topics), with 51 essays (out of 215 submitted) in Psychology 102 in 2009. ("Why do we dream?" was the most popular topic).

Good essays tended to

 * 1) Define exercise in some way
 * 2) Distinguish between different types of exercise e.g., aerobic/anaerobic, intensity, duration, frequency etc. and consider whether these types have differential psychological effects
 * 3) Differentiate in some meaningful way between short-term and long-term psychological effects of exercise (this was part of the question) - these could include but are not limited to: depression, anxiety, stress, self-efficacy, self-esteem, mood, body image, social inclusion
 * 4) Consider whether the psychological effects are "always good" (a critical, objective perspective is needed) - weaker essays tended to be more simplistic in their answer about the psychological effects of physical exercise
 * 5) Explain what causes exercise to illicit/produce these psychological effects (could include: increase/decrease in certain neurotransmitters, catharsis, distraction, mastery/self-efficacy, group sports impact on social aspects, etc.).
 * 6) You were also required to use theory to support these ideas (some theories you could have mentioned include and are not limited to: thermogenic hypothesis and monoamine hypothesis in relation to depression, cerebral lateralisation hypothesis in relation to anxiety, Bandura’s self-efficacy theory, social-cognitive theory, theory of planned behaviour, and many more!).
 * 7) Use peer-reviewed research, preferably from journal articles to support all these points.
 * 8) Finally, many essays failed to use critical evaluation. (so comment and critique the literature you present, what are the flaws and strengths etc.)

Less good essays tended to

 * 1) Not answer the essay question.
 * 2) Lack sufficient evidence of reading and understanding of peer-reviewed research and review articles


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Introduction to psychology/Psy102/Assessment/Essay/General feedback/Habits

Good answers

 * 1) Good essays discussed the main behavioural modification theories such as Classical Conditioning, Operant Conditioning and Modelling.
 * 2) Good essays then addressed several techniques used within these major theories such as extinction theory and counter conditioning.
 * 3) Good essays then used specific examples in how to break a habit in detail.
 * 4) Good essays also backed up the theory with specific research.

Common problems

 * 1) Forgot to talk about the main behavioural modification theories.
 * 2) Did not answer all parts of the question and focused on either bad habits or just theory.
 * 3) Didn’t use practical examples backed by research.
 * 4) Deviated from essay question too much. Discussing Cognitive Behavioural Therapy and medication.


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Introduction to psychology/Psy102/Assessment/Essay/General feedback/Dreams

Good points

 * 1) Most essays mentioned Freud/Jung and the neurobiological theory and another, so generally a good coverage of theories in most essays.
 * 2) Nearly all included abstracts and interesting titles (some very funny and unique)
 * 3) Vast improvement in essay structure from psych 101 essays
 * 4) Introductions were done fairly well across the essays
 * 5) Overall they were generally done really well.

Need improvement

 * 1) Research could have been done more extensively, most essays focused on theory and only touched on research.
 * 2) APA was still an issue for a lot of the essays, both style and referencing. This was perplexing as you have provided a template!
 * 3) Students need to remember the essays do not use personal pronouns.
 * 4) Also a huge amount used upwards of 8 quotes which I think is too many, the most i counted was 16 in one essay which i doubt made the word count.
 * 5) Some students included tables and pictures and following the criteria more stringently is important.
 * 6) Conclusions on average needed to be stronger and more than a few sentences. Some student did not state their position from the argument they presented.


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Introduction to psychology/Psy102/Assessment/Essay/General feedback/Sensory deprivation

Good essays tended to

 * 1) Consider positive and negative effects of sensory deprivation
 * 2) Utilise theories of sensation and perception
 * 3) Discuss a variety of historical and contemporary research evidence


title: User:JohnCSUB05/Sandbox/John


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Talk:Curriculum symposium

Ideas for curricula

 * Curriculum: Investigative journalism (strategy.wikimedia.org)
 * Curriculum: Consumer protection (strategy.wikimedia.org)
 * Curriculum: Metacognition and educational research
 * Curriculum: Parenting (Wikibooks)
 * Curriculum: Cultural studies (with a focus on personal culture)
 * Curriculum: Intercultural competence and developing countries
 * Curriculum: Citizenship education
 * Curriculum: Theory
 * Curriculum: Netizen (strategy.wikimedia.org)
 * Curriculum: Agenda 21
 * Curriculum: Primary education

 * See also: Assistant teacher course/Individual curriculum

title: Talk:Curriculum symposium


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User:JohnCSUB05/Sandbox/common.css

p.john { color: red; }

title: User:JohnCSUB05/Sandbox/common.css


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User:LearningMan

LearningMan
I am a twenty-six year old man living in the US I recently spent six years in prison for armed robbery, and am trying to make up for my mistakes. I am pursuing a formal tertiary education at a local college, but I feel that I am too far behind in life to let this be my only source of knowledge. I want to give back to the society from which I've taken so much from, and the key to doing that is education. I am starting an experiment to see how far a free online education will get someone. It is my belief that technology has come far enough to allow us to throw off the shackles of Location, Race, Economic Standing and past mistakes. Right now my schedule is very busy, but I will be participating and contributing to this site regularly, because I think that Wikipedia has enough of a name to become the forerunner in the area of free online education through their Wikiversity project.

My chosen Courses
Because I am going to set up a website documenting my progress during my experiment in free higher learning I am starting out with a course in System Administration. I plan to continue with courses in installing a web server and web design. I will keep this page posted with all of my progress as I study.

title: User:LearningMan


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User:Obaig10233

(November 23, 1981) is an Indian-American actor and airline pilot.

title: User:Obaig10233


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User:Flosi~enwikiversity

Í þessari línu er fyrirsögnin
--Flosi 22:56, 26 October 2009 (UTC)

title: User:Flosi~enwikiversity


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User talk:LearningMan

 Hello LearningMan, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 02:54, 27 October 2009 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

G'day
Hi LearningMan, Please feel free to let us know if we can help out with your studies. It can take a while to find your way around, but it sounds to me like you have an attitude to learning which will you take you far. Sincerely, James. -- Jtneill - Talk - c 03:04, 27 October 2009 (UTC)
 * Agreed! I hope you have the time to work it all out here, and get involved. Like most things - it is what you make of it. --Leighblackall 03:47, 27 October 2009 (UTC)

title: User talk:LearningMan


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Input Devices

Course Navigation

Input is data put into a computer for processing. Input devices are broken down into 3 categories: keyboards, pointing devices, and Data-Entry devices.

Keyboard
The keyboard is the usual text input device for a computer. Alternatives include the scanner for printed text, with the input processed by optical character recognition (OCR) software, and the microphone for spoken text, with the input processed by speech recognition software. The keyboard translates keystrokes into signals that can be interpreted by the computer. In addition to letters, numerals, and punctuation, keyboards have keys for navigation, and 'control' keys that send instructions to the computer, as well as modifier keys that change the effect of keys that are pressed at the same time or just after the modifier. Some specialist keyboards have extra function keys that perform special actions when pressed. An example is a gaming keyboard seen on the right.

QWERTY is the most common modern-day keyboard layout on English-language computer and typewriter keyboards. It takes its name from the first six letters seen in the keyboard's top first row of letters. The QWERTY design was patented by Christopher Sholes in 1867 and sold to Remington in 1873, when it first appeared in typewriters". "According to popular myth, Sholes arranged the keys in their odd fashion to prevent jamming on mechanical typewriters by separating commonly used letter combinations".

An alternative to the QWERTY keyboard is the Dvorak keyboard, invented to achieve a more efficient method of typing, since the vowels were kept together. The Dvorak keyboard never received widespread use because QWERTY had become the de facto standard.

Keyboards may come in wireless, foldable or virtual varieties, as shown on the right. PC keyboards with standard US layout have 101 to 104 keys but designs with extra special purpose keys can have many more, as with 114-key gaming keyboards.

Mouse/Pointing Device
Another type of input device uses a pointing, or insertion, instead of characters from a keyboard to provide data to the computer. With the rise in graphical user interfaces, the mouse became the most commonly used method for controlling a computer. A mouse is used to manipulate things such as objects and text on the computer screen. This device can be plugged into a computer or a keyboard, or can even be cordless! The mouse was invented by Doug Englebart.

Mechanical Mouse
The mechanical mouse, or ball mouse, utilizes a small rubber ball inside to transmit a spatial relationship between objects on the screen. The mechanical movement is done by 2 scroll bars that detects X and Y axis movement of the ball to allow it to glide on the desktop plane. The ball mouse was invented by Bill English in 1972.

Since it contained moving parts, the ball mouse was prone to dirt build up inside. Hairs would often get caught and rolled into the ball mechanism, causing the mouse to function erratically. With the falling cost of technology, ball mice have now been mostly replaced with lighter optical mice.

Optical Mouse
The optical mouse uses a light-emitting diode and photodiodes to detect movement relative to the underlying surface, rather than moving some of its parts like the traditional trackball that detects movement of X and Y-axis. In order to increase the precision of the mouse, multiple infrared lasers with the increasing resolution are used.

Early optical mice came in two kinds. Type 1 used an infrared LED and a four-quadrant infrared sensor to detect grid lines printed with infrared absorbing ink on a special metallic surface. Type 2 used a 16-pixel visible-light image sensor with integrated motion detection on the same chip[17] and tracked the motion of light dots in a dark field of a printed paper or similar mousepad.[18]

This mouse actually takes 1,500 camera-like images per second and the images are sent to a processor to determine changes in the patterns to allow the computer to notice how the position of the mouse has changed and therefore move the cursor on the computer screen accordingly.

Modern optical mice work with a variety of plain surfaces. Commonly, this is achieved by illuminating the surface (with LED or in some cases laser) at a glancing angle so that texture in the surface is highlighted as bright and dark regions. This relief is photographed at high speed, for example using an image sensor having an 18 × 18 array, and successive images are compared in order to compute the motion of the mouse.

Trackball
Another pointing device is a trackball. It is somewhat in reverse of a standard mouse. The Trackball has a platform that is stable and does not move. The ball is on the top side, the user moves the ball with their fingers or thumb. In many ways this can be much more accurate then a standard mouse and requires less space than a mouse as it does not require extra room for movement, so it is the built-in pointing devices on some laptops. It was also used by Blackberry in some of their early smartphones. The trackball uses numerous optical sensors to track movement often using specially coated ball to help in accuracy.

Touchpad/Pointing Stick
Touch pads are most commonly built into a laptop computer. A touch pad is a rectangular plastic piece which can control the pointer on a computer simply by dragging your finger across its surface. A pointing stick resembles an pencil eraser and is commonly located in between keys on a laptop key board. To control the pointer on the computer with a pointing stick you use your finger to bend the stick in the direction you would like the pointer to move.

Touchpads were originally known as trackpads. Some touchpads can have multiple mouse buttons by either tapping in a special corner of the pad, or by tapping with two or more fingers. Scrolling is implemented in touchpads along the sides, although this can be configured in touchpad settings. Some touchpads respond to multitouch, like the touchpads found on MacBooks.

A touchpad differs from a point stick in that it allows one to move the cursor about without having to adjust the position of your hand. Some find this more convenient because pressure is not needed to move the sensor. Touchpads are also more accurate, albeit, expensive compared to pointing sticks. Once again due to the virtues of cheaper technology, a touchpad is considered standard on a laptop.

Touch Screen
By using the touch of a finger on a computer screen, the computer is able to receive input from the movement of your finger to control operations of the computer. The finger transfers electrical currents to the computer. Touch screens are commonly used on ATM machines, bridal directories, and these days at self-checkout stations in places like Wal-Mart.

There are 2 common types of touch screen, resistive screens and capacitive screens. Resistive screens operate by using 2 thin layers. When one layer comes into contact with another (from someone pressing the screen), they form a connection which can be translated into a pair of coordinates a computer uses.

On the other hand, capacitive screens utilize the concept that the human body is a conductor, and when someone taps on a resisting material (such as a glass panel), a change in capacitance is observed, and the computer can determine where the user made a selection. This type of technology is known as Capacitive sensing. A popular use of capacitative sensing is the touch screens in popular smartphones such as the Iphone.

Stylus
A Stylus (which is Latin for "stake," or "pointed object") is a small pen-like device used to enter data by reacting to a touch-sensitive screen or film. Styli allow a user to input handwriting specific pieces of information like signatures. Many artists also utilize styli with the use of a tablet.

One important feature of a stylus is its tip which ideally is made of a firm but non-scratching form of plastic. The body of a stylus can be made from anything ranging from synthetic plastic to bronze or chrome in some situations.

Styli are used with many popular devices like Palm Pilots and Trios, Blackberries and Nintendo DSs. Their popularity has reached a point where some company's offer conversion kits to change high-end or ergonomic writing pens into a stylus. The Apple Pencil is another example of a stylus.

Light Pen
A light pen is a device which looks like a pen connected to the computer the user can use to locate an object on the screen.

A computer input device, with a light sensitive wand works with CRT monitors. Used like/for a touch screen with higher They were used in engineering, graphic design and illustrating but light pens have been replaced by other technologies.

Digitizer
A digitizer is a "pointing" technology implemented on computer tablets. It consists of the "tablet", an electronically integrated surface representative (to the computer) of an XY-axis grid. Using the electronic stylus (pen), the tablet will detect the stylus' movements and convert it into digital signals for the computer to use. A digitizing tablet is commonly used in the engineering and architectural industries as well as for fine and commercial art.

Scanner
A scanner is a device that uses light to read an image or text and turn it into a digital message. This media can then be stored, changed and sent. There are various types of scanners. The three most common are Drum, flatbed and hand. Drum scanners use photomultiplier tubes (PMT). Flatbed scanners use a glass pane and a bright light. Hand scanners are dragged across the image manually.

Bar-Code
A bar code is a series of stripes that vary in thickness. These stripes represent numbers, which a computer reads as data. Bar codes are printed on products that are sold in retail, as well as postal service packages, rental videos, and more. Bar Codes are still in common use today. The introduction of Wifi enabled smartphones with cameras to scan barcodes on products, and find the product on an online database which allows someone to compare prices between various retail stores without having to visit each one. Another use of this combination is finding the nutritional content of a consumable product by scanning its barcode.

The first bar code was on a package of Wrigley's Gum in 1974.

Fax
Fax which is short for facsimile, is a telecommunications technology used to transfer copies of documents, and was first used through telephone network. Fax is also known as a telecopier in certain industries. A fax machine consists of a scanner, a modem, a printer, and a phone.

Flat Bed
A flatbed scanner works in a similar fashion to a photocopier. The scanned image is stationary, usually sitting on a piece of glass. The scanning beam then moves across the image to copy the data. The flatbed scanner is also known as a desktop scanner. It can be found combined with printers, due to their low cost.

Speech Recognition
Input to a computer can take the form of speech. While technology for this is not widespread, speech input is constantly improving, and may find use in everyday life in the near future.

Phonetic models
Sounds (phonemes) are the basis of words. The computer can identify the sounds and match them with potential words. Word with the same phonemes (their and there) can be selected by the words around them using grammar.

Dictionary
A speech recognition dictionary creation device can create a speech recognition dictionary capable of recognizing even an abbreviated expression of a word with a high recognition ratio. The device consist of: a word separation section for dividing a recognition object speech consisting of one or more words into constituting words, a string acquisition section for creating a string for each of the constituting words according to the reading of the constituting words separated, an abbreviated word creation rule storage section for storing an abbreviated word creation rule using; an abbreviated word creation section for taking a out of a string of each constituting word, joining them so as to create a candidate of an abbreviated word containing one or more and applying the abbreviated word creation rule to the candidates so as to create an abbreviated word; and vocabulary  section for storing the created abbreviated word together with the recognition object word as a speech recognition dictionary.

Grammar
Matching phonemes with words requires the use of grammar. ("their" house, or over "there")

title: Input Devices


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Output Devices

Course Navigation

In order to make use of a computer, some form of output devices must be used to allow the user to understand what is going on inside the machine. Inherently, a computer has very little built-in output, however there are various types of output a computer can produce with the assistance of peripheral output devices.

Sound
A computer can produce sound in the form of beeps from the piezo speaker on its motherboard, or it can use a sound card to produce true tone sounds. Most commonly however, computers nowadays use sound out through HDMI or USB.

Speakers
This is the primary method of sound output in most computers today. Sound is translated from bits to electrical signals in a sound card, which then channels the signals to the speakers. The speakers produce sound that we hear.

MIDI
MIDI (Musical Instrument Digital Interface), is an industry-standard protocol that enables electronic musical instruments (synthesizers, drum machines), computers and other electronic equipment (MIDI controllers, sound cards, samplers) to communicate and synchronize with each other. Unlike analog devices, MIDI does not transmit an audio signal — it sends event messages about pitch and intensity, control signals for parameters such as volume, vibrato and panning, cues, and clock signals to set the tempo.

MIDI files are typically created using computer-based sequencing software (or sometimes a hardware-based MIDI instrument or workstation) that organizes MIDI messages into one or more parallel "tracks" for independent recording and editing.

Microphone
A microphone is a device used to change sound into electric signals. Microphones are used in telephones, tape recorders, hearing aids and many other devices.

Printer

A printer is a device that prints text or images, making a physical copy (usually with some kind of ink on paper) of the media. . Printers are classified into two types: impact and non-impact printers. Impact printers rely upon a mechanical impact to transfer ink to paper. Early printers were more like electric typewriters, striking an ink ribbon against the paper with a lever with a raised image of a letter on the end, or a rotating ball with the same. Non-impact printers depend on other ways of creating an image. Plotters, covered separately, can also be used as printers.

Laser
A laser printer directs a laser beam onto a rotating drum, covered by a photoconductor (a material that conducts electricity when illuminated), carrying an electrostatic charge. The laser "erases" the charge in areas it strikes. Then a powdered ink ("toner"), charged the same polarity as the original surface charge on the drum, is spread across the surface, and it is repelled from the areas that still carry the original charge, but it is attracted to the discharged areas where the image was "written" by the laser. The drum then rolls the image formed onto paper, which is then be heated ("fused") to make the toner stick to itself and the paper.

Inkjet
An inkjet printer is a type of computer printer that creates a digital image by propelling variably-sized droplets of liquid material (ink) onto a page. Inkjet printers are the most common type of printer and range from small inexpensive consumer models to very large and expensive professional machines.

Plotter
A plotter is a vector graphics printing device that connects to a computer.

Vector graphics could be considered as points, lines, curves, and polygons, which are all based upon mathematical equations to represent images in computer graphics. Raster graphics, by comparison, are known to the computer as just a bunch of pixels. Raster graphics lose their sharpness if made too big, but vector images can be expanded indefinitely.

Pen
Pen plotters print their output by moving a pen across the surface of a piece of paper. This means that plotters are restricted to line art, rather than raster graphics as with other printers. They can draw complex line art, including text, but do so very slowly because of the mechanical movement of the pens.

Early plotters worked by placing the paper over a roller which moved the paper back and forth for X motion, while the pen moved back and forth on a single arm for Y motion.

Electrostatic
An electrostatic plotter produces a raster image by charging the paper with a high voltage. This voltage attracts toner which is then melted into the paper with heat.

This type of plotter is fast, but the quality is generally considered to be poor when compared to pen plotters.

Wide-format/ Large-format
Wide-format printers (large format printers) are generally accepted to be any computer-controlled printing machines (printers) that support a maximum print roll width of between 18" and 100". Printers with capacities over 100" wide are considered super wide or grand format. Wide-format printers are used to print banners, posters, trade show graphics, wallpaper, murals, backlit film (duratrans), vehicle image wraps, electronic circuit schematics, architectural drawings, construction plans, backdrops for theatrical and media sets, and any other large format artwork or signage.

Monitor
A monitor or display (sometimes called a visual display unit) is an electronic visual display for computers. This is the screen on which we see and interact with the graphical user input (GUI).

Dot pitch
A dot pitch (sometimes called line pitch, stripe pitch, phosphor pitch, or pixel pitch) is a specification for a computer display, computer printer, image scanner or other pixel-based device that describes the distance, for example, between dots (sub-pixels) of the same color on the inside of a display screen. In the case of a color display, dot pitch is a measure of the size of a triad plus the distance between the triads.

Dot pitch may be measured in linear units, usually millimeters, with a smaller number meaning closer spacing, or in dots per linear unit, for example dots per inch, with a larger number meaning closer spacing. Closer spacing generally produces a sharper image (as there are more pixels in a given area).

Resolution
Resolution in monitors is measured in pixels. The amount of pixels and the size of the monitor can determine how sharp the picture is. Pixels are aligned in columns and rows in the display. The more pixels you have the better the display will be.

The resolution of scanners can vary by 1000's of DPI's (dots per inch). Resolution refers to the visuals of an image (for example, clarity and sharpness).

Colour depth
The colour depth, or bit depth is the number of bits used to represent the colour of a single pixel in a bitmapped image or video frame buffer. This concept is also known as bits per pixel (BPP), particularly when specified along with the number of bits used. Higher colour depth gives a broader range of distinct colours.

1 byte can produce 256 colours. Usually 2 or 3 bytes are used in images stored as photographs.

Refresh rate
Refresh rate refers to the number of times the image on a monitor (screen) is redrawn each second. Essentially, it is the number of times per second that the pixels are recharged so that their glow remains bright. If the refresh rate is higher, the image on the screen will look more solid and flicker less. Typically, most screens have a refresh rate of between 60-144 times per second.

CRT
The cathode ray tube (CRT) is a vacuum tube containing an electron gun (a source of electrons) and a fluorescent screen, with internal or external means to accelerate and deflect the electron beam, used to create images in the form of light emitted from the fluorescent screen. The image may represent electrical waveforms (oscilloscope), pictures (television, computer monitor), radar targets and others.

The CRT uses an evacuated glass envelope which is large, deep, heavy, and relatively fragile.

Flat panel
Flat panel displays (usually called Flatscreen) encompass a growing number of technologies enabling video displays that are much lighter and thinner than traditional video displays that use cathode ray tubes, and are usually less than 100 mm (4 inches) thick.

Passive-matrix
Refers to the panel display, and can give us information about where their transistors are located. A passive-matrix display provides a sharp image for one-color (monochrome) screens, but is more subdued for color. By referring to passive-matrix display, this tells us that the transistor controls a whole row or column of pixels on the flat-screen display. The advantages to passive-matrix display are that they are less expensive and use less power. The most common abbreviations used to refer to passive-matrix are HPA, STN, and DSTN. ASQVXHYQABS QSIQNSBQ OUIHS OQP QIB-- PBS IAI IAB IIA IQIC DHE8D

Active-matrix LCD
An active-matrix LCD is a type of liquid crystal display used in notebook computers as it is very portable and lightweight. It is also known as TFT (thin-film transistor). An active-matrix is both brighter and sharper than passive-matrix screens. They are more expensive and require more power which can affect battery life in portable computers.

title: Output Devices