text:
Northern Arizona University/Philosophy of Law/Discussion of Online Texts/Week 6

Joelenne Revak CQ #3 Missouri ex rel. Gaines v. Canada

My question comes from the discussion in class on 2/20/07 on the readings of the case for Missouri ex. rel. Gaines v. Canada. The 14th Amendment was brought up with the clause that states “no state can make any laws that abridge the privileges or immunities of the citizens.” At the time of the case, the clause of protection was also added to the 14th amendment. The argument in class was on the concept that higher education is a privilege that should be granted to all citizens. My question is on the statement in the actual case that Gaines was unqualified to attend a school because he was black. If qualifications are an educational standard, how does the issue of race be created in the first place? I agree with the rulings of the court that separate schools do not provide equal protection under law, as separate neighborhoods for different gangs do not provide protection but promote violence. Just as gated communities keep people of a different social status out, separate schools kept the prestigious in society only an option for white citizens. It seems redundant to find Congress drafting the clause of protection in the 14th Amendment and yet it need not apply to the states. Especially years after the McCullough V. Maryland that established more power to the Federal Government. It is heartbreaking to learn the extent that people will try to bend the law to adhere to their own fears, when the law was established in part to eliminate fears and threats on society. The privilege of higher education is something I agree should be an option for all citizens, but what do you say on an international level? In Canada and some European Countries college is a free service provided by the government. Those countries seem to see education as not only a privilege but necessary to better their society. What is our country saying about education and our society if it is an option that should create a sufficient debt to anyone who attends?

Cassondra Taylor Critical Question #3

Missouri ex rel. Gaines v. Canada

In holding that "If a State furnishes higher education to white residents, it is bound to furnish substantially equal advantages to negro residents, though not necessarily in the same schools." Here the idea of separate but equal is established, and held to be constitutional.

In finding that states may operate educational institutions under the premise of separate but equal as long as they are providing such institutions within their own states or jurisdiction, Missouri ex rel. Gaines set up a situation that upheld segregation and discrimination for years to follow, given the history of segregation and the history of its demise, was such a finding constitutional, practical, and worthwhile?

It may be that finding any other way would have left the states in chaos, and that by upholding the practice of segregation the court was in fact maintaining the peace and protecting the welfare of the citizens, however, is that the function of the court? Should they have pressed forward demanding equal and integrated schooling? Should they have done more to root out the socioeconomic/racial stratification that led to isolated schools in isolated neighborhoods?

[Karlie Knudtsen  CQ 4: Roe v Wade

Critical Question #4: Roe v Wade

In delivering the Supreme Court’s decision, Justice Blackmun discusses various sources of abortion law: common law’s understanding of when a fetus becomes “formed” (7), actual contract in light of the Hippocratic Oath (6) and various practices of professional associations (9-11), historical evidence (6, 12-13, throughout) to establish practices constructing the growth of abortion laws, and original purpose as establishing a reasonable connection between the means of abortive practices and the ends of protecting human life. It is my opinion that these sources of law are outlined for the purpose of understanding the constitutionality of states’ rights and enforcement of their abortion laws.

The state’s right of police power to make and enforce laws to protect public health is a central issue in this case. Justice Blackmun brings this issue up repeatedly, stating that “any interest of the state in protecting the woman from an inherently hazardous procedure. . . has largely disappeared” (12), “high mortality rates at illegal abortion mills strengthens rather than weakens the states interest in regulating the conditions under which abortions are performed” (12), and “at some point the state interests as to protection of health, medical standards, and prenatal life, become dominant” (14). It thus appears that the central focus of the case is not abortion, per se, but the extent to which states can use police power and the constitutionality of its usance in regulating abortion laws.

Section VIII asserts “the detriment that the State would impose upon the pregnant woman by denying this choice altogether is apparent. . . [therefore] a State may properly assert important interests in safeguarding health, in maintaining medical standards, and in protecting potential life” (13). This passage seeks to elucidate what the state’s police powers entail. However, it is not apparent by the Constitution that the courts have the power to do this. Justice White dissents to the courts judgment, stating “I find nothing in the language or history of the Constitution to support the Court's judgment” (Wikipedia.com). Furthermore, in class discussion leads me to understand that states retain the right to make laws, as they have always had, for the fitting together of legitimate means to ends. Clearly a proper end is the protection of public health as well as the protection of life, as stated in the Constitution, as long as protection thereof does not conflict with Constitutional rights and laws. This leads me to wonder if the courts attempt to enumerate state’s rights of police power impinges on territory reserved for state law enforcement alone given that the Constitution never defines personhood (15).]


text:
Software testing/Interaction

This page is intended for interaction of the course participants.

story: princess and the frogs
Please add here your thoughts to this story.

Hi,

Princes said the true frog come to kiss me.

Hi,

This is my idea of testing,

Princess and her 4 sisters line up according to their beauty(from the least to the most) in a row.

Princess requests all frogs(princes) to line in another row.

Then princesses will kiss 5 frogs at a time until no more frog to kiss according to FIFO and also each princess kiss each frog in such order,
 * first princess with first frog in the row,
 * second princess with second frog in the row,
 * ..., etc.

 * Princess then requests all princes converted from frogs to form 5 new rows according to princess's kiss and
 * line up as LIFO.

 * Now, princess asks all princes to form another new row in such order,
 * pick up to 5 princes at a time,
 * one prince from each princes' row if available and lines up according to princess in her row.

Finally, princess and 4 sisters re-line up themselves according to their beauty(from the most to the least) in a new row. Each princess then choose her husband with her criteria from the last princes' row according to FIFO. Princeshrek, 20:24, 24 February 2007

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

hi, Princeshrek's idea is really good ,but i wanna add that probably he missed 1 point, princes told "Quiet! I can't rescue you all. Imagine the slime I would have on my mouth". i.e she's not interested to kiss all of them.so i think we should follow Princeshrek's process until, there is enough no of prince to satisfy the needs of the princess[i mean good looking and all that..] & the princess have to select there princes from them.

but if we don't want to take the risk of loosing the best prince then we have to repeat the process mentioned by Princeshrek till there no frog remains. Iamsandeep 19:16, 25 May 2007 (UTC)

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Hello,

Cute fairytale, but like all fairytales, it is not realistic. The result is that the analogy breaks down and trying to develop solutions is useless. Let me explain...

In reality, there is little chance for this "project" to receive funding in the first place. The big picture is of a disaster of a project. In reality, if the project somehow got funded and if the Princess is supposed to represent a tester, with this "frog" dilemma, then the tester would find a better company to work for as soon as possible. The project should have never gotten this far and someone should have pulled the plug.

That is the way this would play out in the real world.

Thanks, William

Williamg 10:42, 30 June 2008 (PST)

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Hi,

Even though the fairy tale cannot totally represent the real world, it could still illustrate some reality. Also, it is just a way to help one understanding how to accomplish a task in a different but familiar way.

In my opinion, if all frogs can talk, why doesn't princess sit down and interview each of them separately. Examine each of them, use the same criteria, and make a decision which one is the best to kiss. Because many frogs could have overlapping qualities, the more and in detail criteria are, the better. The problem will change from "which one is the best frog" to "what are criteria used in evaluation."

A sample list of questions could be as followed: * Where exactly 'far far away' are you from? * How long have you been in this [frog] form? * How come that you are living in the pond and not near by where you are from? * How is your life as a frog? * How did you live your life when you were human? * What will you do if you are human again?

She could throw in some trivia or dummy questions as well. There are too many ways to solve this problem. Wait... The story writer did not mention how high the princess IQ is??? ;)

Taywin 11:42, 09 June 2010 (EST)

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

title: Software testing/Interaction


text:
Talk:Software testing/Interaction

Inter-lingua

 * The discussion in German.

to the main namespace?
Perhaps this would be more appropriate in the main namespace. --Remi 01:44, 16 May 2008 (UTC)

title: Talk:Software testing/Interaction


text:
User talk:Princeshrek

software testing
Hello Princeshrek,

I appreciate your feedback to the story. As you can see, I created now an interaction page and put your feedback there. I think this suits better than the discusison pages. At the moment time is a little short - but I promise you, I will add a reply. I hope I am able to do so on the weekend. Is this ok for you? You can contact me also by email, if you like. Erkan Yilmaz (evaluate me!, discussion ) 18:01, 27 February 2007 (UTC)

title: User talk:Princeshrek


text:
User:Abpiagentini

I am pretty new to this Wiki thing but I suppose a little background about myself is necessary. I am in my late 20's and a Supply Chain professional at a major Pharmaceutical Company. I am always interested in extending my horizons so I am interested in information about the law and languages. I plan on attending law school soon and I have a firm opinion that in order to be competitive in the emerging global economy, we all need to learn multiple languages. I currently speak English (obviously) and conversational Mandarin Chinese. I plan on taking my Chinese to the next level, learning French and possibly Hindi.

title: User:Abpiagentini


text: File:WikiU Film School Cover AR .png

title: File:WikiU Film School Cover AR .png


text:
User:Yamarus

Hello, welcome on my Userpage on WIKIVERSITY.

My real name is Gregory, and I live in the Flemish town of Overijse, not far from Brussels, in Belgium. I am a native French speaker and I speak English quite fluently.

I would really enjoy helping people wishing to learn French, find a French speaking pen pal or correct a copy.

title: User:Yamarus


text:
Speedcubing

{| width=100% Speedcubing is the hobby of solving rubik's cubes in the shortest time possible, by the end of this topic you should be able to solve a rubik's cube and with enough practice be able to solve in under 1 minute.

What you need before you start

 * Rubik's cube

 * Stackmat or other timing device(optional)
 * Silicone based lubricant(optional)

Beginners

 * Lesson 1: Introduction to speedcubing and terminology
 * Lesson 2: The cross and first layer
 * Lesson 3: The middle layer

 * Lesson 4: Mid term review

 * Lesson 5: Top cross(orienting edges)
 * Lesson 6: Orienting Corners
 * Lesson 7: Permuting Corners
 * Lesson 8: Permuting edges

Intermediate

 * Lesson 1: How to prepare a good speedcube
 * Lesson 2: F2L
 * Lesson 3: OLL
 * Lesson 4: PLL

Advanced

 * Lesson 1: Finger tricks

 Teachers-Students

 * }

title: Speedcubing


text:
User:Cdyck

User:Cdyck/Introduction to Calculus

title: User:Cdyck


text:
User:Kruhly

Rob Kruhlak

Playing with Templates

 * Try Wikiversity!
 * Try Wikitionary!
 * Try Flickr

Click the highlighted link: Wikiversity

Math Markup
$$\alpha +\beta$$

WikiQuiz
{ What have I been wanting installed for a long time? } - A new brain - A sandbox server + A quiz extension - A death ray
 * Um, you can't install that.
 * Incorrect
 * Incorrect

{ What have I been wanting installed for a long time? } - A new brain + A quiz extension

title: User:Kruhly


text: File:Wikio Feb 17 part 1.ogg

title: File:Wikio Feb 17 part 1.ogg


text:
User:Mzucal

Melissa Zucal

About Me
I am a Distance Leanring Graduate student at Indiana University, Bloomington pursuing a degree in Instructional Systems Technology.

The project I am working on: Psychomotor behaviors

--Melissa 02:08, 28 February 2007 (UTC)

title: User:Mzucal


text:
Film editing/Analyzing film dailies/Taking Notes

{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |

 * style="width: 50%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |
 * style="width: 50%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

"Taking Notes"

 * This is a classic scene for editing. You have a wide variety of choices. How you edit this scene depends on how you want to tell the story.  It is all about relationships.

 * The motion picture

 * The scenes of the family reunion are from a motion picture which is based on a popular television show. The family reunion takes place about ten years after the end of the TV series.  All of the children have grown up and left home.  Now they return for one last family gathering in the old house.

 * The characters

 * In this scene, the son, who was the star of the television series, has returned from New York. Late at night, he is writing at his desk just as he did in the television show.  His mother visits him in his room and they talk about the son's life since he left home, specially since now he is thinking of getting married.

 * During the television show, at the end of each episode, the son wrote down everything that happened to the family. Therefore, everyone knew that he would become a writer. Most writers go to New York to start their career and that is what he did.

 * The story

 * The son is writing in his notebook. The mother comes into the room and they begin to talk. Because they have been apart for so long, they feel awkward talking.  The son talks about life in New York and then they talk about the beautiful young woman that the son brought home to meet the family.  Finally, as the mother is leaving, the son expresses his love for his mother.

 * The challenge

 * In this story, the mother and the son have not seen each other for a while and they have not really talked much. Therefore, there is an emotional distance between them.

 * How do you show this emotional distance in your selection of shots? Should you select the close up shots which convey warmth and togetherness or should you select the wide angle shots (the establishing shot, in this case) to give the feeling of cold distance between the two people?

 * As the scene unfolds, how to you show the growing bond between the two? Again, which shots should you select to show that they are coming together?

 * style="width: 50%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

Edit this scene

 * Loan only

 * This disk is available from your instructor for a one month loan.

 * The Overview Movie

 * Start by looking at the overview movie. You need QuickTime Movie Player to view this movie (and the dailies.)  The overview movie shows you the more important parts of the film dailies in chronological order.

 * Transfer the dailies

 * Copy the dailies (not the overview movie) to your hard drive. If necessary, convert the dailies to whatever format your editing program prefers. This will probably require QuickTime Pro.  Import them into your editing program.

 * Edit the scene

 * Start by looking for the best audio from the camera angles you want to use. In this scene, the audio is limited so you must be very careful which you choose.  Once the audio (along with the picture) is edited and lock the audio.  Then simply roll the picture edits to find the best visual transition.  (Note: See below for special editing instructions that you can download.)

 * No music needed

 * This scene does not require music. Only a little music might be nice at the end.  Do you remember what kind of music they used for the TV show?  If not, rent a few of the episodes.

 * Special Instructions

 * The Star Movie Shop has prepared some step-by-step instructions for editing this scene. There instructions are still a bit rough but useful.  Only two scenes from this disk have written instructions and the instructions are only available on-line.  Therefore, you must download them.  See note below.

 * Submit your finished scene

 * This scene is worth 20 points without music and 10 points additional for the ending music. @undefined  [[Image:Crystal Clear app xfmail.png|24px]]

 * style="width: 50%; background-color: #ffff77; border: 1px solid Red; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 50%; background-color: #ffff77; border: 1px solid Red; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Analyze the Dailies

 * First take is the best take

 * Each actor is different. Some give their best performance after they have warmed up a bit.  But some actors give their best performance on the first take.  (Most beginning actors such as child actors are best on their first take.)  This puts an extra burden on the camera crew not to make any mistakes on the first take.

 * The actor who plays the son give his best performance on the first take. When possible, you will want to use TAKE 1 of the son's shots because it feels very natural.

 * style="width: 50%; background-color: #f0fff0; border: 2px solid Green; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Special Written Instructions

 * Download the editing instructions for "Taking Notes".

 * To learn more about editing this scene, please download the PDF instructions. These instructions are not on the disk.

 * The Star Movie Shop has prepared step-by-step instructions for editing this scene which you can download at http://www.starmovieshop.com/pdfs/takenote.pdf. Download these instructions and print them out before you begin editing the scene.

 * }

{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

The next scene

 * "Taking Notes" is the ideal scene for practicing dialog editing because it is simple and has written instructions for almost every step (see above). Another scene which is almost as good is "Morning Coffee".  It too has written instructions for you to download.

 * "Morning Coffee" on the disk "24 Unedited Scenes" DVD-Data disk [[Image:Crystal Clear action forward.png|24px]]

Contact your instructor

 * Your instructor for this class is Robert Elliott. To email me, you simply  Click Here. [[Image:Crystal Clear app xfmail.png|24px]]

 * }


text:
Film editing/Analyzing film dailies/Morning Coffee

{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |

 * style="width: 50%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |
 * style="width: 50%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

"Morning Coffee"

 * Like the previous scene, this is a simple scene which is great for practicing dialog editing.

 * The motion picture

 * The scenes of the family reunion are from a motion picture which was made based on a popular television show. The family reunion takes place about ten years after the end of the TV series and all of the children have grown up and left home.  Now they return for one last family gathering in the old house.

 * The characters

 * In this scene, we learn about the youngest daughter who has returned from Europe. Early the next morning, the mother and the daughter have a conversation over coffee.

 * The story

 * The daughter cannot sleep because of jet lag so she is up making coffee. However, she is not making the normal coffee but rather she is making a special coffee for herself.  She offers her mother a cup from Switzerland and they sit down and talk.  The mother tells of her life, getting married and raising a family while she was very young.  The daughter wonders what she should do with her life.

 * The challenge

 * In this story, the mother and the daughter have a simple converstion. Your challenge is to keep the conversation flowing as naturally and warmly as possible.  Therefore, your major task is to get the dialog to flow naturally.

 * style="width: 50%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

Edit this scene

 * Loan only

 * This disk is available from your instructor for a one month loan.

 * The Overview Movie

 * Start by looking at the overview movie. You need QuickTime Movie Player to view this movie (and the dailies.)  The overview movie shows you the more important parts of the film dailies in chronological order.

 * Transfer the dailies

 * Copy the dailies (not the overview movie) to your hard drive. If necessary, convert the dailies to whatever format your editing program prefers. This will probably require QuickTime Pro.  Import them into your editing program.

 * Edit the scene

 * Start by looking for the best audio. Once the audio (along with the picture) is edited and lock the audio.  Then simply roll the picture edits to find the best visual transition.  (Note: See below for some special written instructions.  I reviewed these instructions and found a few of the frame numbers are incorrect so be careful.)

 * Music needed

 * Only a small amount of music is needed. Can you see where?  Maybe even a Swiss yodal.

 * Submit your finished scene
 * This scene is worth 10 points without music and 20 points additional for the music. @undefined  [[Image:Crystal Clear app xfmail.png|24px]]

 * style="width: 50%; background-color: #ffff77; border: 1px solid Red; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |
 * style="width: 50%; background-color: #ffff77; border: 1px solid Red; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

Analyze the Dailies

 * Extra rehearsal time on the set

 * Notice that all of the first shots are of the mother. The mother does all of her lines before the daughter.  The daughter is not as experienced as the mother so the daughter is still practicing her lines while her back is to the camera.  If the daughter makes any mistakes, the audience will not know about the mistake when the camera is pointed at the mother.

 * Above all, notice how few takes are necessary for this scene. The actors are very well prepared for filming the scene.  Compare this with filming you have done.  Are your actors as well prepared BEFORE you begin filming?

 * style="width: 50%; background-color: #f0fff0; border: 2px solid Green; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

Special Written Instructions

 * Download special editing instructions for "Morning Coffee".

 * To learn more about editing this scene, you can download step-by-step PDF instructions. These instructions are not on the disk.

 * The Star Movie Shop prepared these step-by-step instructions which you can download at http://www.starmovieshop.com/pdfs/m_coffee.pdf. I think that you will want to download these instructions and print them out before you begin editing the scene.  (Please note!  I looked at the instructions and found at least one error so be careful. Not all the frame numbers are accurate.)

 * }

{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

The next scenes

 * Next are a series of scenes about the store keeper, his wife and their run-away daughter.

 * The scenes about Amy on the disk "24 Unedited Scenes" DVD-Data disk [[Image:Crystal Clear action forward.png|24px]]

Contact your instructor

 * Your instructor for this class is Robert Elliott. To email me, you simply  Click Here. [[Image:Crystal Clear app xfmail.png|24px]]

 * }


text:
User talk:Micj~enwikiversity

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:15, 19 April 2015 (UTC)

title: User talk:Micj~enwikiversity


text: User talk:Mzucal

title: User talk:Mzucal


text:
User talk:Bryhudso

Name lesson three before clicking this link, which creates a new page
Are you sure that is what you want to name that page?--Rayc 21:20, 29 March 2007 (UTC)

Image copyright problems

 * This is the image in question. Please provide a license template and source for it. Thanks. – Mike.lifeguard | @en.wb 22:27, 13 February 2008 (UTC)

title: User talk:Bryhudso


text: User talk:PatrickFitzgibbon

title: User talk:PatrickFitzgibbon


text: User talk:Cdyck

title: User talk:Cdyck


text:
User talk:Thatperson~enwikiversity

Hello thatperson. I have signed up. I will be following your cubing lessons and if there is anything that you don't make clear I will try to add it to them.--Geniussansom 19:02, 1 March 2007 (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 Thatperson. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Thatperson~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 00:05, 18 March 2015 (UTC)

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

title: User talk:Thatperson~enwikiversity


text: User talk:Jgr24

title: User talk:Jgr24


text: User talk:Jpshearman

title: User talk:Jpshearman


text: User talk:Crazy LinuxMAN

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User talk:Vj-u

Image copyright problems

 * This is the image in question. Please provide a source and a license template for it. Thanks. – Mike.lifeguard | @en.wb 22:22, 13 February 2008 (UTC)

title: User talk:Vj-u


text:
User talk:Susanwright

Image licences
and are both great images, but we have to know the exact nature of the licence which MS grants. Following the links you provided, it's not clear which licence MS is offering them under, or even if they are from that site. (This may be due to a session/login issue). If there is a static link for either the images or the licences, that would be great. Let me know if I can be of assistance in tracking this down. Historybuff 19:42, 8 April 2007 (UTC)

Hi Historybuff. I'm new to this and I'm not sure how to contact you. These are free images Microsoft provides. I can tell you that these come up from an free image download search. The search place says "free". There is another section where you do pay for rights to some images. These are not in that section. Here's a link that I found. It seems to me that use of the images are acceptable. http://www.microsoft.com/about/legal/permissions/default.mspx. I'll update the images with this link if this seems acceptable to you.

title: User talk:Susanwright


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User talk:Stomacho~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Stomacho. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Stomacho~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 23:44, 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) 06:23, 19 April 2015 (UTC)

title: User talk:Stomacho~enwikiversity


text:
User talk:Keithg~enwikiversity

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:35, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:13, 19 April 2015 (UTC)

title: User talk:Keithg~enwikiversity


text: User talk:Stepheng

title: User talk:Stepheng


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User:JWSchmidt/Blog/28 February 2007

Deletionists vs content development  Because of the differences in age and mission, Wikipedia has different problems than Wikiversity. However, there is always tension in wikis between the desire to remove useless and distracting pages and the desire to allow new wiki participants a chance to start editing. In the case of Wikiversity, it has been fairly common for some participants to create lists of topics for particular subject areas (example) or lists of lessons for particular topics (example). Many of these lists of "red links" were created at Wikibooks and imported to Wikiversity. I like to think of these lists as working proposals for content development. The existence of these lists of proposed learning resources with links to non-existent pages is one of the main reasons it made sense to turn Wikiversity school and topic pages into content development projects.

A potential problem with these lists of red links is that many visitors come to Wikiversity without having any idea what the red links mean, how to edit a wiki webpage, or what to do if they happen to click on a red link and suddenly see this:

 I suspect that many people just hit their back button. Other people make a small edit and Wikiversity has another stubby page. The first impulse of some administrators is to delete such stubs on sight. In contrast, I like the idea of using a welcome template on such pages. The template called Welcome and expand can be used to put the following on a stub page:

This page was created, but so far very little useful content has been added. Everyone is invited to help add educational content to Wikiversity. If you need help learning how to add content, see the editing tutorial.  In fact, I would like it if the MediaWiki software was configured to automatically add this template to short page with no category tag. That would have the advantage of automatically providing the creators of stubby pages with a link to a page where they can find out more about editing.

There has been off-and-on discussion of providing Wikiversity with a systematic way to mark links to pages that are under construction. This would allow people to avoid following links to stubs. Another idea is "soft deletion" which would turn undesirable pages into soft redirects to their content. The redirect pages would explain what is wrong with the page contents and invite people who want to fix that content to continue on past the redirect page. Other people could just turn around and walk away.

I do not see this as a matter of "deletionsists" vs "inclusionists", but rather as a need to find the best way to encourage visitors to become participants. If we remove red links and stubs then we remove what are functionally invitations for people to get involved with editing the wiki. Maybe we need a little template that could be placed above lists of red links. The template could explain what red links are and invite visitors to join in the wiki editing process.

title: User:JWSchmidt/Blog/28 February 2007


text:
Contemplation

Lesson 1 (What Contemplation is and is not)

Introduction
This Lesson will offer an introduction-to, and overview-of … a thousand-year biographical history of "Infused-Prayer" by setting-forth, in bold-relief, the writings of John of the Cross and Teresa of Avila.

Purpose
This Lesson will...

 * 1) Identify the single, radical distinction between Oriental Mysticism and Christian Contemplation.
 * 2) Expose the oft-ignored difference between the Desert Fathers of Syria and the Fathers of Egypt.
 * 3) Put "Prayer of the Heart" in bold-relief by citing carefully-selected excerpts of John of the Cross’ writings.
 * 4) Set a stage for Unit Seven's attempt at a common-sense/five-part teaching on Contemplation.

Hints
As you read the Sources, look for the following:

 * 1) The critical difference between Oriental Mysticism and Christian Contemplation.
 * 2) Root-cause of the critical difference between the Desert Fathers of Egypt and those of Syria.
 * 3) A sense of the absolute richness of John of the Cross' Inner Life.
 * 4) A grasp of essential characteristics in the growth-stages in Contemplative Prayer.

To undertake study of this Lesson, go to: http://www.contemplativerudder.com/ContemplationIA.pdf

title: Contemplation


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User:T.A Shirakawa

__NOINDEX__

Hello everyone, I'm T.A Shirakawa, I come from the Taipei, Taipei, I am an administrator on the Chinese Wikipedia. If you have any questions for me Please go to my Talk page.
 * w:en:User:T.A Shirakawa

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Talk:Grants and fundraising/Fundraising

What kind of fundraising for what?
I feel like I have to ask here: "what kind of fundraising for what?". I used to work in the fundraising department for an international humanitarian charity - where the methods were around getting stories from the projects 'on the ground', translating that into messages for public consumption, and sending out mailings (via post, email, and SMS) asking people to donate money, or to upgrade their donations to a standing order/direct debit. This page, however, seems to be about getting grants. So, will we focus on any specific types of fundraising here - or will we study them all? And will we specify different types of organisations - here, or on separate pages - to link up with different fundraising methods? These seem to me to be the first questions that we should ask. Then we can start doing something interesting - like putting all this into practice. :-) Cormaggio beep 21:15, 28 February 2007 (UTC)

 * Hmmm. My thoughts were grant-type of funding when I started this, with an eye to action research. I don't think we should exclude "end user" funding, where you are collecting a few dollars from individuals, but I'd like to focus (for now) on larger single grants.
 * As for approach, I'd like to study both fundraising (funding/grant allocation) from the "consumer" and "producer" side. This helps put the money flow into perspective. In the course of doing this, we should hopefully learn a bit about the funding process, and be able to help others or even apply ourselves for funding.
 * It's the ultimate in action research ... study something to help, and be able to do it. :) Historybuff 03:50, 1 March 2007 (UTC)

 * Ok, I think I should ask you about what kind of action research this would be - ie how is it action research and why - before I make any more suggestions. I'd also say that - in my understanding - action research isn't simply about learning about something with an eye to practical action (though that can be a part of it), but rather learning about something through acting on it. I think this project is a great idea - but I think we should clarify what the goals of this learning project are - and possibly rename the page if it really is this specific. Cormaggio beep 10:45, 1 March 2007 (UTC)

 * Well, long term, I think the goal should be to get a project funded of some sort. We have to find out what is available, and from whom, what the conditions are (and if we satisfy them) and what the requisite application dates are. Shorter term, I think we can develop some resources for knowing what types of projects have gotten funded and in what areas. I'm a newbie to "action research", so maybe I'm not hitting the mark here. Comments? Historybuff 17:19, 1 March 2007 (UTC)

 * Yeah, I really shouldn't be prescribing what action research is, as it is a very broad field, and of course I am still learning about it myself. I'm currently undertaking a course on action research run by Bob Dick, who describes it as "a family of methods which pursue the dual outcomes of action and research" . And, of course, all action research is about learning. So, it's an obvious path to learn about action research through doing it - just as we're proposing to learn about fundraising through doing it, and just as we're supposedly learning by doing generally. :-) I think the outline you've set out there is good - it starts by investigating the theme, and leads into a joint activity with a very practical goal (even if we don't actually get funded). I think it's fair to say that it's not exclusively an action research project yet - but that it may well become one - so I don't think there's much problem with the general name for this page, which was actually my main concern - except for possibly the grants/fundraising dichotomy. What say you? Cormaggio beep 00:09, 2 March 2007 (UTC)

title: Talk:Grants and fundraising/Fundraising


text:
Speedcubing/Introduction

{| width=100%

Lesson 1
As the introduction says, speedcubing is all about solving rubik's type puzzles in the shortest time possible. Before we learn how it's done it is best that you become familiar with some terminology and notation. This lesson will teach the basics about speedcubing and notation used in the following lessons.

Pieces

 * Centre - The unmovable piece in the Centre with 1 sticker on (there are 6 of them).
 * Edge - Piece in-between two corners with 2 stickers on (there are 12 of them).
 * Corner - piece with 3 stickers on (there are 8 of them).

Other (used while describing the solving process)

 * Cross - 4 edges on one layer correctly solved and in position with adjacent centres
 * Side/Face - 9 stickers on one face
 * Layer - 1 side and adjacent stickers
 * F2L - First 2 layers (1 layer and adjacent stickers/pieces)
 * LL - Last layer (last layer solved during a solve)

Notation
R - turn right face 90° clockwise U - turn Top(Up) face 90° clockwise L - turn Left face 90° clockwise F - turn Front face 90° clockwise B - turn Back face 90° clockwise D - turn Bottom(Down) face 90° clockwise

R' - turn right face 90° anticlockwise U' - turn Top(Up) face 90° anticlockwise L' - turn Left face 90° anticlockwise F' - turn Front face 90° anticlockwise B' - turn Back face 90° anticlockwise D' - turn Bottom(Down) face 90° anticlockwise

R2 - turn right face 180° U2 - turn Top(Up) face 180° L2 - turn Left face 180° F2 - turn Front face 180° B2 - turn Back face 180° D2 - turn Bottom(Down) face 180°
 * }

title: Speedcubing/Introduction


text:
User:Sunuvabidch

User:Sunuvabidch/Calculus1

title: User:Sunuvabidch


text:
User:Hashar

I am one of MediaWiki developers, I am also a network engineer in real life.

title: User:Hashar


text:
User:Nbx909

Nbx909
 * FAA Certified Private Pilot Aircraft Single Engine Land
 * AOPA Member

title: User:Nbx909


text:
Biophysics

Biophysics (also biological physics) is an interdisciplinary science that applies the theories and methods of physics, to questions of biology.

Biophysics research today comprises a lot of specific biological studies, which don't share a unique identifying factor, nor subject themselves to clear and concise definitions. The studies included under the umbrella of biophysics range from sequence analysis to neural networks. In the past, biophysics included creating mechanical limbs and nanomachines to regulate biological functions. Today, these are more commonly referred to as belonging to the fields of bioengineering and nanotechnology respectively.

It is somewhat difficult for physicists to get involved in biophysics, since the material studied is foreign to those who have had the standard physics course. Additionally, many institutions do not offer any courses in biophysics. It is important that Wikiversity be able to fill this significant gap in physical knowledge.

Readings

 * Biophysics

Lessons

 * /Introduction/

Research areas

 * Membrane biophysics
 * Neural networks
 * Photosynthesis
 * Quantum Biophysics and Quantum Biochemistry
 * Protein crystallography
 * Nucleic Acid - structure and dynamics
 * Theoretical biophysics (including simulations)
 * Mathematical biophysics (including computer modelling)

title: Biophysics


text:
Bionomics

"Bionomics" is derived from the comprehensive study of an organism and its relation to its environment. The term "ecology" could be considered a a subset. The same would be valid for the term "Ecological Economics", a more specific subdiscipline. An example of studies of this type is Richard B. Selander's Bionomics, Systematics and Phylogeny of Lytta, a Genus of Blister Beetles (Coleoptera, Meloidae), Illinois Biological Monographs: number 28, 1960. Michael Rothschild used the term in his book, but does not make reference to prior uses.

Bionomics has been defined in different ways:
 * as an economic discipline which studies economy as a self organized evolving ecosystem (Michael Rothschild);
 * as a biological discipline which studies the economic species (living organisms having economic nature), relations between them and relations between them and their environment (Igor Flor).

When thinking about biological relationships in terms of bionomics, the following phrase coined by John Muir comes to mind: " when you pull on a worm, you need to remember that a whole planet is attached".

One method for applied bionomics is the comparative bioeconomic analysis based on the universal system of bioeconomic analogies (parallels). Bionomics is considered by some as one of the best ways to build green economy and to avoid ecocatastrophe (International Bionomics Institute).

title: Bionomics


text:
User:Marshallsumter/Keynote lectures (draft)/Botany

Botany is the scientific study of plant life. As a branch of biology, it is also called plant science(s) or plant biology. Botany covers a wide range of scientific disciplines that study plants including: structure, growth, reproduction, metabolism, development and diseases of plants, chemical properties and evolutionary relationships between different plant groups. The study of plants and botany began with tribal lore, used to identify edible, medicinal and poisonous plants, making botany one of the oldest sciences. From this ancient interest in plants, the scope of botany has increased to include the study of over 550,000 kinds or species of living organisms.

Traditionally, botany included the study of fungi, algae and viruses. Botany covers a wide range of scientific disciplines including structure, growth, reproduction, metabolism, morphogenesis, development, phytopathology, diseases, chemical properties, and evolutionary relationships among taxonomic groups. Botany began with early human efforts to identify edible, medicinal and poisonous plants, making it one of the oldest branches of science. There are about 410,000 species of Embryophytes (land plants) of which some 391,000 species are vascular plants (including ca 369,000 species of flowering plants), and ca 20,000 are bryophytes.

To propose a definition for say a plant whose flowers open at dawn on a warm day to be pollinated during the day time using the word "thing", "entity", "object", or "body" seems too general and is.

Control groups
A control group for botany may be a group of living organisms with a rigorously defined genome to which the genome of a plant can be compared so as to clearly state the possible genome is a plant and only a plant.

Biology
On the right is a drawing of the archaean Haloquadratum walsbyi.

Biology is the study of living organisms, divided into many specialized fields that cover their morphology, physiology, anatomy, behavior, origin, and distribution. The study of biology is important in many ways. On the most basic level, one can satiate their curiosity on the mechanisms of life. One can also utilize biology within different closely related fields, such as agriculture, medicine, engineering and more. Biology solves problems, either tending to an illness, or promoting food growth, it is essential in our daily lives. By understanding the interaction of living organisms, it enables us to make most of the planet's resources and minimizing our imprint onto it, allowing us to be responsible caretakers of our home. Biology is also a basic subject in all primary and secondary education institutions, one may also seek to specialize themselves in the many branches of biology. Biology is a nigh endless journey of exploration and discovery, making its place as a natural science utmost deserving.

Def. the "study of all life or living matter" is called biology.

Colors
Cells contain chlorophyll a and b.

The magnesium center of chlorophyll uniquely defines the structure as a chlorophyll molecule. The porphyrin ring of bacteriochlorophyll is saturated, and lacking alternation of double and single bonds causing variation in absorption of light.

Chlorophyll a absorbs most energy from wavelengths of violet-blue and orange-red light. It also reflects green-yellow light, and as such contributes to the observed green color of most plants. This photosynthetic pigment is essential for photosynthesis in eukaryotes, cyanobacteria and prochlorophytes because of its role as primary electron donor in the electron transport chain. Chlorophyll a also transfers resonance energy in the antenna complex, ending in the reaction center where specific chlorophylls P680 and P700 are located.

Side chains attached to the chlorin ring characterize each type of chlorophyll molecule, and alter the absorption spectrum of light. For instance, the only difference between chlorophyll a and chlorophyll b is that chlorophyll b has an aldehyde instead of a methyl group at the C-7 position.

The systematic name for chlorophyll a is magnesium [methyl (3S,4S,21R)-14-ethyl-4,8,13,18-tetramethyl-20-oxo-3-(3-oxo-3-$($[(2E,7R,11R)-3,7,11,15-tetramethyl-2-hexadecen-1-yl]oxy}propyl)-9-vinyl-21-phorbinecarboxylatato(2−)-κ2N,N′].

Theoretical botany
Def. "[t]he scientific study of plants, ... [t]ypically those disciplines that involve the whole plant" is called botany.

Usage notes:

"The scientific definition of what organisms should be considered plants changed dramatically during the 20th century. Bacteria, algae, and fungi are no longer considered plants by those who study them. Many textbooks do not reflect the most current thinking on classification."

Scope

The study of plants is vital because they underpin almost all animal life on Earth by generating a large proportion of the oxygen and food that provide humans and other organisms with aerobic respiration with the chemical energy they need to exist. Plants, algae and cyanobacteria are the major groups of organisms that carry out photosynthesis, a process that uses the energy of sunlight to convert water and carbon dioxide into sugars that can be used both as a source of chemical energy and of organic molecules that are used in the structural components of cells. As a by-product of photosynthesis, plants release oxygen into the atmosphere, a gas that is required by anaerobic organisms to carry out cellular respiration. In addition, they are influential in the global carbon cycle and water cycles and plant roots bind and stabilise soils, preventing soil erosion. Plants are crucial to the future of human society as they provide food, oxygen, medicine, and products for people, as well as creating and preserving soil.

Historically, all living things were classified as either animals or plants and botany covered the study of all organisms not considered animals. Botanists examine both the internal functions and processes within plant organelles, cells, tissues, whole plants, plant populations and plant communities. At each of these levels, a botanist may be concerned with the classification (taxonomy), phylogeny and evolution, structure (anatomy and morphology), or function (physiology) of plant life.

The strictest definition of "plant" includes only the "land plants" or embryophytes, such as seed plants (gymnosperms: Pinophyta, pines, and flowering plants) and the free-sporing cryptogams including ferns, Lycopodiopsida clubmosses, Marchantiophyta liverworts, hornworts and mosses. Embryophytes are multicellular eukaryotes descended from an ancestor that obtained its energy from sunlight by photosynthesis. They have life cycles with alternation of generations haploid and diploid phases. The sexual haploid phase of embryophytes, known as the gametophyte, nurtures the developing diploid embryo sporophyte within its tissues for at least part of its life, even in the seed plants, where the gametophyte itself is nurtured by its parent sporophyte. Other groups of organisms that were previously studied by botanists include bacteria (now studied in bacteriology), fungi (mycology) – including lichen-forming fungi (lichenology), non-chlorophyte algae (phycology), and viruses (virology). However, attention is still given to these groups by botanists, and fungi (including lichens) and photosynthetic protists are usually covered in introductory botany courses.

Palaeobotanists study ancient plants in the fossil record to provide information about the evolutionary history of plants. Cyanobacteria, the first oxygen-releasing photosynthetic organisms on Earth, are thought to have given rise to the ancestor of plants by entering into an endosymbiotic relationship with an early eukaryote, ultimately becoming the chloroplasts in plant cells. The new photosynthetic plants (along with their algal relatives) accelerated the rise in atmospheric oxygen started by the cyanobacteria, great oxygenation event, changing the ancient oxygen-free, reducing, atmosphere to one in which free oxygen has been abundant for more than 2 billion years.

Among the important botanical questions of the 21st century are the role of plants as primary producers in the global cycling of life's basic ingredients: energy, carbon, oxygen, nitrogen and water, and ways that our plant stewardship can help address the global environmental issues of resource management, conservation, human food security, biologically invasive organisms, carbon sequestration, climate change, and sustainability.

Human nutrition
Virtually all staple foods come either directly from primary production by plants, or indirectly from animals that eat them. Plants and other photosynthetic organisms are at the base of most food chains because they use the energy from the sun and nutrients from the soil and atmosphere, converting them into a form that can be used by animals. This is what ecologists call the first trophic level. The modern forms of the major staple foods, such as maize, rice, wheat and other cereal grasses, Pulses or legumes, bananas and plantains, as well as flax and cotton grown for their fibres, are the outcome of prehistoric selection over thousands of years from among Neolithic founder crops, or wild ancestral plants with the most desirable characteristics.

Botanists study how plants produce food and how to increase yields, for example through plant breeding, making their work important to mankind's ability to feed the world and provide food security for future generations. Botanists also study weeds, which are a considerable problem in agriculture, and the biology and control of plant pathogens in agriculture and natural ecosystems. Ethnobotany is the study of the relationships between plants and people. When applied to the investigation of historical plant–people relationships ethnobotany may be referred to as archaeobotany or palaeoethnobotany. Some of the earliest plant-people relationships arose between the indigenous peoples of the Americas, including Canada, in identifying edible plants from inedible plants. This relationship the indigenous people had with plants was recorded by ethnobotanists.

Entities
Dominant species:

"[I]n any limited country, the species which is most common, that is abound most in individuals, and the species which are most widely diffused within their country (and this is a different consideration from wide range, and to a certain extent from commonness), often give rise to varieties sufficiently well-marked to have been recorded in botanical works. Hence it is the most flourishing, or as they may be called, the dominant species -- those which range widely over the world, are the most diffused in their own country, and are the most numerous in individuals, -- which oftenest produce well-marked varieties, or, as I consider them, incipient species."

Objects
Def. an "organism of the kingdom Plantae; now specifically, a living organism of the Embryophyta (land plants) or of the Chlorophyta (green algae), a eukaryote that includes double-membraned chloroplasts in its cells containing chlorophyll a and b, or any organism closely related to such an organism" is called a plant.

Def. "a multicellular eukaryote that includes chloroplasts in its cells, which have a cell wall" is called a plant.

Plants
"Statistical analyses indicate that the Phanerozoic history of vascular land plants (tracheophytes) may be interpreted in terms of the successive radiations of four major plant groups, each characterized by a common morphological and/or reproductive grade. Following initial invasion of the land, the diversification of each group coincides with a decline in species numbers of the previously dominant group."

Agriculture
Agriculture is the science, art, or practice of farming, including cultivation of the soil for the growing of crops and the rearing of animals to provide food, wool, and other products.

At right are farm buildings with trees surrounded by fields on a fair weather day.

Def. "[t]he art or science of cultivating the ground, including the harvesting of crops, and the rearing and management of livestock; tillage; husbandry; farming" is called agriculture.

Agronomy
Def. "[t]he science of utilizing plants, animals and soils for food, fuel, feed, and fiber and more" is called agronomy.

"Annual broadleaf weeds (17 species) were clearly the dominant group under all tillage treatments, compared with the perennials (6 species) and annual grassy (4 species) weeds."

"Regardless of year or treatment combination, values for each parameter (except ASIp) were nearly always lower for the dominated relative to intermediate and dominant plant group(s). For all parameters but ASIp, the application of either 165 or 330 kg N ha-1 often decreased the dominant group/dominanted group mean ratio in both years for either plant density."

"In all, 75.6% of the trees fall into the dominant group which has only 12 species, far more than that of park and institutional forests (Table 2)."

Angiosperms
Def. a "member of the plant group characterized by having ovules enclosed in an ovary" is called an angiosperm.

"Flowering plants, or angiosperms, are presently the most dominant group of terrestrial autotrophs."

From 1880 is the following: “The Plant life of this Period was of a very varied and luxuriant character, and the Angiosperms had now become the dominant group.”

"Today, with approximately 300,000 species distributed worldwide, the angiosperms are the dominant group of vascular plants in terrestrial ecosystems."

Archaeaology
"This path has attracted 'archaeaologists' with great tenacity and drive, impressive creativity and dynamic thinking, and a capacity to expand a mental comfort zone to broker remarkable observations, often in view of reluctant acceptance."

Def. the scientific study of the archaea is called archaeaology.

The B recognition element (BRE) is a DNA sequence found in the promoter region of most genes in eukaryotes and Archaea.

In the archaean from the Dead Sea imaged at the right, "We have completely fragmented their DNA. I mean we have completely destroyed it by bombarding it with [radiation]. And they can reassemble their entire chromosome and put it back into working order within several hours."

Bacteriology
Def. the "scientific study of bacteria, especially in relation to disease and agriculture" is called bacteriology.

Biochemistry
Biochemistry, sometimes called biological chemistry, is the study of chemical processes within, and relating to, living organisms.

Organic phosphates are important in biochemistry and biogeochemistry or ecology.

In biological systems, phosphorus is found as a free phosphate ion in solution and is called inorganic phosphate, to distinguish it from phosphates bound in various phosphate esters. Inorganic phosphate is generally denoted Pi and at physiological (neutral) pH primarily consists of a mixture of HPO42- and H2PO4- ions.

Bryology
Def. "[t]he study of bryophytes (non-vascular plants including mosses and liverworts)" is called bryology.

Bryophytes are an informal group consisting of three divisions of non-vascular land plants (embryophytes): the Marchantiophyta (liverworts), Anthocerotophyta (hornworts) and mosses. They are characteristically limited in size and prefer moist habitats although they can survive in drier environments. The bryophytes consist of about 20,000 plant species.

"The Lejeuneaceae, with about 1000 species in about 90 genera, is the largest family of liverworts (Marchantiophyta) (Wilson et al., 2007) and the most dominant group of the epiphyllous flora (Gradstein, 1997; Zhu & So, 2001)."

"Liverworts were the dominant group in all localities and habitats, accounting for about two-thirds of the species."

"Yet it is these leafy members which make up the dominant group of the Hepaticae, since they comprise more than 85 per cent of the total (8500 species)."

Dendrology
Def. "the study of trees and other woody plants" is called dendrology.

Notation: let the symbol ECG stand for ecological-coenotic groups.

"We have suggested assigning a dominant group in ground vegetation according to the regional probabilistic tables of correspondence between forest site index and dominant ECG (constructed for different dominant tree species)."

"In terms of trophism index the dominant group are plants of rich soils (279 species)."

Ecology
"It is no surprise that the data show the grass family (Poaceae) to be the dominant group, with nearly 200 exotic species in the western U.S. and 73 in the Sonoran Desert province. It is notable that species of Mediterranean origin are dominant in biomass in the Sonoran region (even though fewer in species than European or Eurasian weeds)."

Economic botany
"We recognized three types of crusts based on texture and the dominant group of organism."

"The farmers consisted of four ethnic groups, and among the herders the Fulani people were the dominant group[.]"

Embryophytology
The Embryophyta are a clade within the Phragmoplastophyta, a green algae group, as sister of the Zygnematophyceae/Mesotaeniaceae and consists of the Bryophytes and the Polysporangiophyta.

Ethnobotany
Def. the "scientific study of the relationships between people and plants" is called ethnobotany.

"Our results showed that: (1) Dai people of Xishuangbanna used a wide range of wetland plants, including 46 families and 102 species, of which hygrophytes (helophytes) are the dominant group."

"Ethnocide is when a dominant political group attempts to purposely put an end to a people’s traditional way of life. Linguicide (linguistic genocide) is when such a dominant group tries to extinguish the language of a minority group, say by punishing anyone caught speaking it." "What about the “science” of these tiny undiscovered endangered languages? Does that kind of “primitive” ethnoscience have anything to teach us? The main examples that are quoted in the responses to this question have to do with ethnobotany and ethnomedicine."

"The coconut family is the dominant group of palms in South America, with specialized tribal and generic characters, and hundreds of wild species, but is not represented in the Old World tropics."

Evolution
The chloroplasts of plants have a number of biochemical, structural and genetic similarities to cyanobacteria, (commonly but incorrectly known as "blue-green algae") and are thought to be derived from an ancient endosymbiotic relationship between an ancestral eukaryotic cell and a cyanobacterial resident.

The algae are a polyphyletic group and are placed in various divisions, some more closely related to plants than others. There are many differences between them in features such as cell wall composition, biochemistry, pigmentation, chloroplast structure and nutrient reserves. The algal division Charophyta, sister to the green algal division Chlorophyta, is considered to contain the ancestor of true plants. The Charophyte class Charophyceae and the land plant sub-kingdom Embryophyta together form the monophyletic group or clade Streptophytina.

Nonvascular land plants are embryophytes that lack the vascular tissues xylem and phloem. They include mosses, Marchantiophyta (liverworts) and (hornworts). Pteridophytic vascular plants with true xylem and phloem that reproduced by spores germinating into free-living gametophytes evolved during the Silurian period and diversified into several lineages during the late Silurian and early Devonian. Representatives of the lycopods have survived to the present day. By the end of the Devonian period, several groups, including the Lycopodiophyta (lycopods), Sphenophyllales (sphenophylls) and progymnosperms, had independently evolved "megaspory" – their spores were of two distinct sizes, larger megaspores and smaller microspores. Their reduced gametophytes developed from megaspores retained within the sporangium (spore-producing organs), (megasporangia) of the sporophyte, a condition known as endospory. Seeds consist of an endosporic megasporangium surrounded by one or two sheathing layers (integuments). The young sporophyte develops within the seed, which on germination splits to release it. The earliest known seed plants date from the latest Devonian Famennian stage. Following the evolution of the seed habit, Spermatophyte (seed plants) diversified, giving rise to a number of now-extinct groups, including Pteridospermatophyta (seed ferns), as well as the modern gymnosperms and angiosperms. Gymnosperms produce "naked seeds" not fully enclosed in an ovary; modern representatives include Pinophyta (conifers), cycads, Ginkgo, and Gnetophyta (Gnetales). Angiosperms produce seeds enclosed in a structure such as a Gynoecium (carpel) or an ovary. Ongoing research on the molecular phylogenetics of living plants appears to show that the angiosperms are a sister clade to the gymnosperms.

Farming
"These three false-color images [on the right] demonstrate some of the applications of remote sensing in precision farming. The goal of precision farming is to improve farmers’ profits and harvest yields while reducing the negative impacts of farming on the environment that come from over-application of chemicals. The images were acquired by the Daedalus sensor aboard a NASA aircraft flying over the Maricopa Agricultural Center in Arizona."

"The top image shows the color variations determined by crop density (also referred to as #147;Normalized Difference Vegetation Index”, or NDVI), where dark blues and greens indicate lush vegetation and reds show areas of bare soil."

"The middle image is a map of water deficit, derived from the Daedalus’ reflectance and temperature measurements. Greens and blues indicate wet soil and reds are dry soil."

"The bottom image shows where crops are under serious stress, as is particularly the case in Fields 120 and 119 (indicated by red and yellow pixels). These fields were due to be irrigated the following day."

Forestry
Def. the science or practice of planting, managing, and caring for forests is called forestry.

"Gap-opportunistic species were the dominant ecological group in low forest, bamboo forest, and high forest, while shade tolerant canopy species formed the dominant group in mature forest."

"Hydrophobic acids, which constitute the dominant group of dissolved organic compounds in the humic layer, are effectively retained as water percolates through E and B horizons of podzol profiles (Easthouse et al., 1992)."

"The opportunist functional group is the dominant group at low disturbance treatments and its relative abundance becomes suppressed as disturbance increases."

"Continuous cover forestry (CCF) is not a new idea in forest management but there has been renewed interest in it for the potential it has to meet the sustainability requirements which are part of the Rio/Helsinki process and certification. Broadly speaking CCF includes those silvicultural systems which involve continuous and uninterrupted maintenance of forest cover and which avoid clearcutting."

Gardening
Def. "the process or action of cultivating of the soil particularly in" an "outdoor area containing one or more types of plants" is called gardening.

Genetics
"The way in which these genes interact with the dominant group 2 genes has yet to be determined."

"From about 41 million ha represented (with a total of about 1,200 cultivars on the official list), about 145 cultivars (12%) belong to the dominant group (occupying at least 50% of the barley acreage)."

"Bacteria are the most dominant group of this diversity which produce a wide range of products of industrial significance."

Transposons or "jumping genes" were discovered by Barbara McClintock while she was studying maize.

Species boundaries in plants may be weaker than in animals, and cross species hybrids are often possible. A familiar example is peppermint, Mentha × piperita, a sterile hybrid between Mentha aquatica and spearmint, Mentha spicata. The many cultivated varieties of wheat are the result of multiple inter- and intra-species, specific crosses between wild species and their hybrids. Angiosperms with monoecious flowers often have self-incompatibility mechanisms that operate between the pollen and stigma so that the pollen either fails to reach the stigma or fails to germinate and produce male gametes. This is one of several methods used by plants to promote plant reproductive morphology (outcrossing). In many land plants the male and female gametes are produced by separate individuals. These species are said to be dioecious when referring to vascular plant sporophytes and dioicous when referring to bryophyte gametophytes.

Apomixis can also happen in a seed, producing a seed that contains an embryo genetically identical to the parent.

Both autopolyploid and allopolyploid plants can often reproduce normally, but may be unable to cross-breed successfully with the parent population because there is a mismatch in chromosome numbers. These plants that are reproductively isolated from the parent species but live within the same geographical area, may be sufficiently successful to form a new sympatric species. Some otherwise sterile plant polyploids can still reproduce vegetatively or by seed apomixis, forming clonal populations of identical individuals.

Chloroplasts are inherited through the male parent in gymnosperms but often through the female parent in flowering plants.

Horticulture
Def. the "art or science of cultivating gardens" is called horticulture.

"The results reveal that a dominant group I rDNA lineage appears in these three provinces."

"Thus the NZ industry is one of the dominant group of apple exporters, which includes the EU, the USA, Chile, South Africa and Argentina."

"Alcohols, however, were the dominant group of volatiles present in each sample, and linalool was highest within each profile."

Lichenology
Def. "the scientific study of lichens" is called lichenology.

"Although free-living cyanobacteria are the dominant group in biological crusts covering the inselbergs, the number of cyanobacterial lichens is relatively high and their distribution is homogenous over long distances and macro-climatic gradients."

"Alectorioid lichens are the dominant group of epiphytic lichens in boreal forests."

"The dominant group of lichens in tropical rain forests are crustose microlichens, a highly diverse assemblage that lacks detailed taxonomic and ecological studies, among them the families Graphidaceae and Thelotremataceae (Wirth and Hale 1963, 1978; Hale 1974, 1978"

Medicines
The pain killer aspirin is the acetyl ester of salicylic acid, originally isolated from the bark of willow trees, and a wide range of opiate analgesics (painkillers) like diamorphine (heroin) are obtained by chemical modification of morphine obtained from the opium poppy.

Popular stimulants come from plants, such as caffeine from coffee, tea and chocolate, and nicotine from tobacco. Most alcoholic beverages come from fermentation of carbohydrate-rich plant products such as barley (beer), rice (sake) and grapes (wine). Native Americans have used various plants as ways of treating illness or disease for thousands of years. This knowledge Native Americans have on plants has been recorded by enthnobotanists and then in turn has been used by pharmaceutical companies as a way of drug discovery.

Mycology
Mycology is the branch of biology concerned with the study of fungi, including their genetic and biochemical properties, their taxonomy and their use to humans as a source for tinder, medicine (e.g., penicillin), food (e.g., beer, wine, cheese, edible mushrooms), and entheogens, as well as their dangers, such as poisoning or infection.

Species of the filamentous fungal genus Trichoderma are considered as one of the most important biological control agents as an alternative to chemical based products for effective crop diseases management.

Paleobotany
Paleobotany is the study of plant or plant-like fossils.

The image at the right shows fronds impressed onto shale in a specimen on display at the Paläontologische Museum München. The fossil is from Scalby Ness, Scarborough, England.

Neuropteris, a fern, leaf impressions and fossils occur in bituminous coal such as in the image on the right. These coal seams and strata are dated to the Carboniferous period.

The Lepidodendrales, quillwort-like large tree-like plants from the Carboniferous also left fossils in bituminous coal as on the left.

Def. the "branch of paleontology that deals with the study of plant fossils" is called paleobotany.

"The groups could then be arranged from the dominant group (first rank) to the least common group (fifth rank)."

"The dominant group in the Palaeozoic microplankton is the Acritarcha."

"Pteridophyta is the second dominant group."

"The angiosperms are both the dominant group of land plants and by far the most important plants for human use."

Palynology
Def. the "scientific study of spores, pollen and particulate organic matter in rocks" is called palynology.

Although regarded as a separate field of its own, in a real sense palynology is the micropaleontological equivalent of paleobotany that involves the study of fossil pollen and spores.

The image at right contains a spore tetrad (in green) of genus Scylaspora and trilete spores (blue, ~30-35μm diameter) from a late Silurian sporangium (Burgsvik beds, Sweden).

"A palynological study on Miocene–Pleistocene sediments exposed at Surai Khola in central Nepal yields new information on vegetation and climate change over the last ∼11.5 Ma. [...] Pollen assemblages from the Surai Khola section suggest complex vegetation changes, of which the shift to C4 grass dominance was only one. [...] Grassland taxa (Gramineae and others) characterize this zone as the dominant group."

The "palynological record from two shallow core holes (6611/09-U-01 and -02) from the Trøndelag Platform offshore mid-Norway [consist] of 750 m of Upper Permian and Lower Triassic sediments. The relatively homogeneous assemblages recovered from the Upper Permian deposits are dominated by gymnosperm pollen, mainly pteridosperms. At the base of the Griesbachian, numerous spore species appear in the record, leading to an increased diversity. The change at this boundary is also marked by the massive reduction of one group of pteridosperm pollen (Vittatina). Together with other typical Permian elements (e.g., Lueckisporites virkkiae), this group is rare but consistently present in the lower part of the Griesbachian, and it gradually disappears in its upper part. The distribution of other groups such as taeniate and non-taeniate bisaccate gymnosperm pollen (pteridosperms and conifers) shows no significant change across the boundary, whereas spores and other gymnosperm pollen increase in diversity and abundance. These changes coincide with the formational change between the Schuchert Dal Formation (Upper Permian) and the Wordie Creek Formation (Griesbachian) equivalents."

"In contrast to the common claim that marine and terrestrial biota both suffered a mass extinction related to the Permian-Triassic boundary event, the studied material from the Norwegian midlatitudinal sites shows no evidence for destruction of plant ecosystems. The presence of diverse microfloras of Griesbachian age supports the idea that the climate in this area allowed most plants to survive the Permian-Triassic boundary event."

"According to the data from mid-Norway as well as the previous records from East Greenland and the Barents Shelf, the widely accepted image of the lowermost Triassic flora, after which herbaceous lycopsids invaded the devastated terrestrial ecosystems and became the globally dominant group, has to be revised."

Peats
Def. soil "formed of dead but not fully decayed plants found in bog areas" is called peat.

Def. a brown, soil-like material characteristic of boggy, acid ground, consisting of partly decomposed vegetable matter, is called a peat.

Phycology
Def. the "scientific study of algae" is called phycology.

Phytochemistry
Phytochemistry is a branch of plant biochemistry primarily concerned with the chemical substances produced by plants during secondary metabolism.

Phytomorphology
Plant morphology is the study of their external form.

Phytomorphology is the study of the physical form and external structure of plants.

Plant morphology "represents a study of the development, form, and [external] structure of plants, and, by implication, an attempt to interpret these on the basis of similarity of plan and origin."

Phytotomy
Plant anatomy is the study of the structure of plant cells and tissues.

Def. the "art of studying the different parts of any organized body, to discover their situation, structure, and economy" is called anatomy, or for plants, phytotomy.

"To date about 33 species belonging to 17 genera of fossil wood have been recorded from the Jurassic in China (Fig. 3, Table 1). They are mainly preserved as silicified type, which is predominant group of fossil preservation."

"Coniferales: this is the dominant fossil wood group in the Jurassic of China ranging in age from Early to Late Jurassic."

"Growth rings are well developed in these woods with wider early wood and narrow late wood, normally 1-2 tracheids wide and maximum 5-6 tracheids. These anatomical features may imply that the climate in western Liaoning was warm and humid during the Early Jurassic with seasonal variations: long spring and summer seasons and a shorter winter season. The megaplant assemblages in the Beipiao Formation (Zhang and Zheng, 1987) show that ferns are the dominant group in the assemblages, with diverse Cladophlebis foliages of larger fronds. The ferns were growing under the canopy of an arborescent forest dominated by conifers and ginkgoaleans, which are tolerant of a warm and humid climate. The fossil woods in the Beipiao Formation were dominated by conifers, which are the coal-forming plants during the Early Jurassic."

Soils
"In soil, estimates are that 80 to 99% of the microorganisms remain unidentified (1)."

"The soil at the Arlington site is a Plano silt-loam. The 20-cm-deep A horizon is a silt-loam and contains 4.4% organic matter. The loess mantel is >1.25 m deep. Four 2.5-cm-diameter soil cores were taken from the top 10 cm of a clover-grass pasture at the Arlington Agricultural Research Station. The soil samples were immediately placed on dry ice, mixed, and then stored at -70°C prior to DNA extraction. Soil analysis was done by the Soil Testing Laboratory of the University of Wisconsin—Madison as described by Schulte et al. (40). The soil sample contained 13% sand, 70% silt, 17% clay, 4.4% organic matter, 0.3% total N, 400 ppm of K+, and 98 ppm of P. The soil pH was 6.5. The site is well drained, with groundwater more than 25 m below the surface. Two-thirds of the 79-cm annual rainfall occurs from April to October. The site has an average of 165 frost-free days."

In the image on the right, A, B, and C represent the soil profile: A is the topsoil; B is a regolith; C is a saprolite, a less-weathered regolith; the bottom-most layer represents the bedrock.

Taxonomy
Scientific classification in botany is a method by which botanists group and categorize organisms by biological type, such as genus or species. Biological classification is a form of scientific taxonomy. Modern taxonomy is rooted in the work of Carolus Linnaeus, who grouped species according to shared physical characteristics. These groupings have since been revised to improve consistency with the Darwinian principle of common descent. While scientists do not always agree on how to classify organisms, molecular phylogenetics, which uses DNA sequences as data, has driven many recent revisions along more efficient, evolutionary lines and is likely to continue to do so. Botanical classification belongs to the science of plant systematics. The dominant classification system is called the Linnaean taxonomy. It includes ranks and binomial nomenclature. The classification, taxonomy, and nomenclature of botanical organisms is administered by the International Code of Nomenclature for algae, fungi, and plants (ICN). Bold added.

Superregnum: Eukaryota Regnum: Plantae Divisiones (8): "Algae" (first four)

 * 1) Charophyta
 * 2) Chlorophyta
 * 3) Glaucophyta
 * 4) Rhodophyta
 * 5) Anthocerotophyta
 * 6) Bryophyta
 * 7) Marchantiophyta
 * 8) Tracheophyta

Virology
Virology is the study of viruses – submicroscopic, parasitic particles of genetic material contained in a protein coat – and virus-like agents.

Def. the "branch of microbiology that deals with the study of viruses and viral diseases" is called virology.

Hypotheses

 * 1) Plant classification before genomics may not agree with classification after application of genomics.


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Portal:Structural biology

Welcome to the Department of Structural Biology!

Structural biology is a branch of molecular biology concerned with the study of the architecture and shape of biological macromolecules—proteins and nucleic acids in particular—and what causes them to have the structures they have. This subject is of great interest to biologists, because macromolecules carry out most of the functions of a cell, and because typically it only is by coiling into a specific three-dimensional shape that they are able to perform their functions. This shape, which is called the "tertiary structure" of a molecule, depends in a complicated way on the molecule's basic composition, or "primary structure."

Biomolecules are too small to see in detail even with the most advanced light microscopes. The methods that structural biologists use to determine their structures generally involve measurements on vast numbers of identical molecules at the same time. These methods include crystallography, NMR, ultra fast laser spectroscopy, electron microscopy, electron cryomicroscopy (cryo-EM), and circular dichroism. Most often researchers use them to study the static "native states" of macromolecules. But variations on these methods are also used to watch nascent or denatured molecules assume or reassume their native states (see e.g. protein folding).

A third approach that structural biologists take to understanding structure is bioinformatics to look for patterns among the diverse sequences that give rise to particular shapes. Researchers often can deduce aspects of the structure of integral membrane proteins based on the membrane topology predicted by hydrophobicity analysis. See: protein structure prediction.

In the past few years it has become possible for highly accurate physical molecular models to complement the in silico study of biological structures. Rapid prototyping technologies such as those used by 3D Molecular Design, or the creation of molecular models in glass by Luminorum Ltd, are notable examples of recent advances in this field.

Department news

 * February 28, 2007 - Department founded!

Wikibook textbooks
The Structure of Life Introductory Booklet by the US Department of Health and Human Services

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Computational geometry

In computer science, computational geometry is the study of algorithms to solve problems stated in terms of geometry. Some purely geometrical problems arise out of the study of computational geometric algorithms, and the study of such problems is also considered to be part of computational geometry.

The main impetus for the development of computational geometry as a discipline was progressing in computer graphics, computer-aided design, and manufacturing (CAD/CAM), but many problems in computational geometry are classical in nature.

Other important applications of computational geometry include robotics (motion planning and visibility problems), geographic information systems (GIS) (geometrical location and search, route planning), integrated circuit design (IC geometry design and verification), computer-aided engineering (CAE) (programming of numerically controlled (NC) machines).

The three main branches of computational geometry are:
 * Combinatorial computational geometry, also called algorithmic geometry, which deals with geometric objects as discrete entities.
 * Numerical geometry, also called machine geometry, computer-aided geometric design (CAGD), or geometric modeling, which deals primarily with representing real-world objects in forms suitable for computer computations in CAD /CAM systems. This branch may be seen as a further development of descriptive geometry and is often considered a branch of computer graphics and/or CAD, whereas the former branch is often called simply computational geometry.
 * Non-numerical geometry, which studies and develops non-numerical geometrical algorithms. This is the oldest branch of computational geometry which goes back to geometric constructions with the help of ruler and compass. Algorithms of geometric constructions are the soul and the origin of geometry and are not numerical in nature. Although until recently such constructions could be performed with the help of a ruler and compass only, two decades ago new means of geometric constructions emerged. These were various optical devices capable of manipulating images of geometrical figures, such as mirrors, beam splitters, holograms, etc. The observation that geometric constructions can be performed optically rather than with the help of ruler and compass laid in the foundation of "Optical Computational Geometry" put forward by Yevgeny Karasik in 1990.

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User talk:JWSchmidt/Blog/28 February 2007

Great post! You articulate the underlying dilemmas here quite well. I personally think a combination of deleting what is unneeded and extraneous, but adding and extending to what is already useful, good, and in existence. Is there a page where the community is to discuss this matter? --Remi 00:34, 1 March 2007 (UTC)

Glad to have seen this; I would support someone making a bot which would automatically tag empty pages with the "main welcome" tag, and category-less short pages with the "welcome and expand" tag. The Jade Knight 07:30, 12 September 2008 (UTC)


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User:Djdoobwah24

I am currently an Undergraduate Student at Saint Louis University. I am triple majoring in Philosophy, Economics, and Psychology. My goal is to help contribute content and suggestions to Wikiversity based on both the knowledge I have gained through my classwork and (more frequently) my independent studies in the field (yes, I read philosophal, economic, and psychological books for fun). I wish to contribute to this project becasue I love to learn and believe that the free communication of knowledge is a beautiful and noble pursuit worthy of my time and effort.

I plan to attend Graduate School after I finish my Undergraduate Education, and wish to become a college professor some day.

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User talk:Nbx909

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 Nbx909. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Nbx909~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

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User talk:Kruhly

Hi
Hi Rob, welcome to Wikiversity. :-) Cormaggio beep 10:56, 1 March 2007 (UTC)

Hello from me too. I think you left a message for me at another place, but better to contact me here. Your interests might like to prompt you to have a look at the new quiz documentation or learning project. Dialogue on quiz technologies and didactics is most welcome. :) --McCormack 17:31, 8 April 2007 (UTC)

"failed" experiments
There not really failed experiments, as they work, but I've judged them to be a bit to complicated for the general public to use. You can see my attempts at flashcard systems here and my first attempt at making a test here. Here is what I'm currently working on: .--Rayc 16:21, 3 March 2007 (UTC)
 * To view the page in the picture properly you need to have a special monobook code installed. I didn't like the idea of having new users edit their monobooks when I had been using wikis for 2 year and had never even heard of a monobook before. Currently, we have a new extension that is undergoing beta testing that allows stuff like that without special user codes. However, the devs won't install it without approval from the users, and wikiversity doesn't yet have a approval process. Maybe if wikieducator beta tested it on your site, we could import it back to our site.  Here is the extension Wikiquiz.--Rayc 05:53, 7 March 2007 (UTC)
 * We are not using it as of yet, because Wikiversity doesn't have a system for testing and approving new extentions. I'm not sure what security concerns you could have with the code, becuase I'm not much of a programer.  You can always email LRbabe and ask her questions. I hope someone gets something to work. Here is a link to my monobook, User:Rayc/monobook.css.  this code did work, but now seems to have stopped working.--Rayc 23:46, 12 March 2007 (UTC)

Release 0.9.3 of mobile phone quiz client (Occleve)
Hi! Release 0.9.3 of Occleve (a mobile phone quiz program) is now talking to the wikiversity wiki. Please see Quiz/Mobile phone software for details... and please let me know what you think. --Joe Gittings 08:07, 17 June 2007 (UTC)

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