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User:Rigosantana3/Educational philosophy

Philosophy


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User talk:Rigosantana3

'''Leave your comments here. however my response will be faster if you simply email me.'''

Learning projects, interests...
Hi Rigoberto, I like your user page, and the way you're looking at Wikiversity. Your academic background suggests you might be interested in Topic:Astronomy, and I know that User:Mu301 is interested in getting together some research/learning projects. Otherwise, you can do a search in the left-hand sidebar to see if there are spaces here that interest you. If not, you can always define a new space (ie page), and invite people along. You seem to be wiki-literate, so I don't feel you need the basics, but how about taking a look at one model of learning in Wikiversity? Cheers, Cormaggio talk

philosophy maybe
School:Philosophy --Remi 00:07, 20 February 2008 (UTC)

Networking Regenesis
Hi, I've noticed you are listed as one of active participants in the topic: Computer networks page. If you are still active we are holding discussions as to how we wish to clean up the topic and move it forward. Please see the Topic_talk:Computer_networks page and add your thoughts there.

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

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Talk:C Programming/Before You Start

Current Plans
The current plans for this page include the following: Kingadami (talk) 03:09, 24 April 2012 (UTC)
 * General wording cleanup.
 * Expand on history of C making extensive use of Wikipedia articles.
 * Add the introduction section of the C Programming book as a prerequisite for this lesson.
 * Add tutorials for getting and using the compilers which will be used in the examples and projects in this topic. These will be separate pages linked from this page.
 * Remove broken and dated material.

Broken Links
The link for downloading Turbo C appears to be broken. MrMouse 21:18, 11 January 2011 (UTC)

title: Talk:C Programming/Before You Start


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User talk:Proudtwice

Hello Proudtwice, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
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Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 06:05, 26 June 2007 (UTC)

French Mentoring
Salut, Proudtwice. You are listed at the French stream as being a beginning student of French who is interested in learning French. The French Mentoring project has recently been launched, and if you add your name to that list, I will do my best to put you in contact with an appropriate Mentor who would be glad to help you. The Jade Knight (d'viser) 09:47, 22 November 2008 (UTC)

title: User talk:Proudtwice


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Category:Bloom Clock DPL-generators

This articles in this category need recatting to "Category:Bloom Clock raw DPL/SEPA/6".

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Bloom Clock/Keys/Southeastern Pennsylvania/May/White Flowers/DPL

This page is used to help create a graphical list.

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Bloom Clock/Keys/Southeastern Pennsylvania/May/White Flowers

The plants pictured below have been recorded as blooming during the month of May in Southeastern Pennsylvania.

last updated 09:53, 19 October 2007 (UTC) with 48 plants


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Alcoholism

Suffering from an addiction. This website has a lot of great resources and treatment centers.

http://www.treatmentcenters.org

The Truth About Alcoholism
Despite the warnings we hear from everybody, the "drink moderately" signs, we still see a lot of people who are affected by alcoholism. Alcoholism is a medical condition, an illness that continues to progress, and one that 5 million people in the United States today are affected by. A lot of people think that stopping and eliminating a person's alcoholism requires nothing more than just sheer free will. In this, they are wrong. For once a person becomes an alcoholic, he can no longer be cured. There will always be chances of him undergoing a relapse. However, this condition can be treated. Through the help of alcohol rehabilitation programs, there is always hope for alcoholics everywhere.

The Difference Between Alcohol Use, Alcohol Abuse, and Alcohol Dependency
Alcoholism, as characterized by a dependency on alcohol, is a tough illness to get through. However, just because a person drinks alcohol does not mean that he is already an alcoholic. An alcohol user may be able to drink every day, but only moderately. That does not make him an alcoholic. An alcohol abuser, is one that consumes so much alcohol in one sitting, and is prone to binge drinking. Someone who is an alcohol dependent, meanwhile, becomes both physically and psychologically addicted to alcohol. Goodwin, an author of books tackling alcoholism, states that: "the alcoholic thinks about alcohol from morning till night, and at night, if not too drunk to dream, dreams about alcohol". Apparently, an alcoholic is one who is so fixated upon alcohol that it has become a staple in his life, and affects his decisions and way of thinking.

The Causes of Alcoholism
Three factors have been identified that are said to lead to one's alcoholism: predisposition, environmental, and psychosocial. Predisposition means having the tendency to veer towards something. Many researchers have pointed toward genetics as a reason on why some people become alcoholics. Studies have shown that teenagers and children who have parents or other family members who are alcoholics are more prone to having alcoholism than children who have sober relatives.

The influence of environmental factors are likewise very strong in the creation of an alcoholic. Having a negative environment with not enough love and nurturing may be things that can cause a person to turn to alcohol to relieve himself of emotional pain. Being surrounded by peers who are alcoholics can also push an individual to become an alcoholic.

Psychosocial factors influence how people look at themselves. For a child to have grown up in a non-supportive family wherein he is not allowed to express himself freely, where he is constantly scared and feels inadequate, is more prone to being in the clutches of alcoholism, as opposed to someone who grew up being well-loved by his parents and the people around him.

Progressions of Alcoholism
How alcoholism becomes alcoholism in an individual varies from person to person. There are some who claim that they already became dependent upon alcohol the first time that they had tried drinking it. There are others who say that their alcoholism progressed gradually, starting from just social drinking, to binge drinking, to dependency upon the substance.

The first stage is when the alcohol user drinks alcohol because of the "rush" the substance gives him. The second stage shows that the person has a more intense desire to drink alcohol. However, this is the time wherein guilt and fear have already set in. There is, however, still some ability for him to stop. This is the stage wherein the alcoholic's family and friends have begun to notice the problem. The final stage is the one wherein the alcoholic has already lost control of his drinking and has become attached to it physically and psychologically. Withdrawal symptoms become present whenever he is unable to get his usual dose of alcohol, tolerance is heightened, and the alcoholic has already become emotionally unstable, and sometimes, even violent. Alcoholics, in this stage, desperately need to have themselves admitted into addiction treatment programs.

When An Alcoholic Stops Drinking
It has been said that an alcoholic only stops drinking when he has hit rock bottom. That "rock bottom" happens to be different from one alcoholic to another. For one, it could be when he starts to lose his friends. For another, it could be when he has already lost his job and family. Yet, for others, they don't stop until they are in jail. An alcoholic cannot go through this without help. Most have to undergo therapy, counseling, and medication in order to recover. In this, the family and friends of an alcoholic plays a big role, since he needs all the support, love, and understanding that he can get.

References:
http://www.yale.edu/ynhti/curriculum/units/1990/6/90.06.01.x.html URL Accessed 26 June 2007 http://www.umm.maine.edu/resources/beharchive/bexstudents/ChristaGerrish/cg320.html URL Accessed 25 June 2007 http://www.psych.umn.edu/courses/spring05/dionisiod/psy3061/alcoholism.htm URL Accessed 26 June 2007 http://soc.qc.cuny.edu/aa/aagen.html URL Accessed 25 June 2007

title: Alcoholism


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BCP/Verbascum thapsus

Verbascum thapsus

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Talk:Work, Power, and Energy

This could be merged with the entry for 'Energy'

title: Talk:Work, Power, and Energy


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User talk:Jwbecher

Hello Jwbecher, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
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Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 15:40, 26 June 2007 (UTC)

title: User talk:Jwbecher


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User talk:Drkbarrydpm

Hello Drkbarrydpm, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
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title: User talk:Drkbarrydpm


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Science communication in the United Kingdom

Welcome to this learning resource on UK Science Communication. We hope you find it a useful overview of activity in the UK in this exciting and expanding area of activity.

The aim is to enable people to contribute to this resource and add links to new pages describing science communication. Do add details of your latest activity - on this page, or by creating pages of your own. If you dont know how to edit Wikis, dont worry, its easy. Click on 'edit this page' above, and have a go. Take a look at this short film if you're unsure how the process works.

Who are the major players in UK science communication?
The biggest supporters of science communication initiatives in the UK are:

 * the Wellcome Trust (a unique charitable trust, thanks to the legacy of Henry Wellcome),
 * the Office of Science and Innovation which is currently inside the Department for Innovation, Universities and Skills. This department funds science communication mostly in relation to policy choices, not community action.
 * other government departments, such as the Department for the Environment, Food and Rural Affairs.
 * the British Science Association ( formerly known as the British Association for the Advancement of Science) which organises National Science & Engineering Week, an annual Science Communication Conference, and the annual British Festival of Science in September.
 * the Research Councils and Research Councils UK,
 * The Royal Society, the oldest independent research body in the world
 * the Higher Education Funding Councils
 * the Royal Institution, where Michael Faraday gave his famous lectures
 * the Royal Academy of Engineering home of the new Ingenious awards
 * NESTA the National Endowment for Science, Technology and the Arts

and a whole host of other scientific institutions, such as the Institute of Physics.

What academic departments are involved?
Departments and schools active in science communication include:

 * Bath University Science Studies Centre

 * Birkbeck College Faculty of Continuing Education

 * Cardiff University School of Physics and Astronomy

 * City University Department of Journalism

 * Chester University Centre for Science Communication

 * University of Exeter Department of Sociology and Philosophy

 * The University of Edinburgh College of Medicine and Veterinary Medicine

 * University of Glamorgan Science Communication Research Unit

 * Imperial College London Science Communication Group

 * Lancaster University Centre for Economic and Social Aspects of Genomics

 * Northumbria University Faculty of Health and Life Sciences in partnership with the International Centre for Life

 * University of Liverpool Science Communication Unit (within Physics)
 * University of Manchester Centre for the History of Science, Technology and Medicine (within the School of Medical Sciences)

 * Manchester Metropolitan University Faculty of Science and Engineering

 * University of Nottingham Institute for Science and Society

 * University of Oxford Department of Physics

 * Open University Faculty of Science

 * Queen Mary, University of London Department of Physics

 * University College London Department of Science and Technology Studies

 * University of Sheffield Faculty of Science

 * University of Sussex SPRU Science and Technology Policy Research, Centre for Continuing Education, School of Life Sciences

 * University of the West of England Faculty of Applied Sciences

 * University of Warwick

 * University of Edinburgh College of Science and Engineering, SCI-FUN

What about business and community groups?
A number of different activities fall into business and community groups. The first of these is called Third Stream activity, which the Higher Education funding councils encourage, which is academic involvement with public services, social enterprises, the arts and cultural institutions.

Industry has also woken up to the idea of communicating science within the context of Corporate Social Responsiblity. If you want to find out more about developing such strategies visit the Corporate Social Responsiblity Academy website, particularly its 'take action' page. Policy developments related to Corporate Social Responsiblity are available on the new Government Gateway on this topic, so we dont need to say much more about that here.

For scientists wanting to find and share information, or just get some support from like-minded colleagues in their outreach work, there is Connecting Science. This online social network is free to join and includes blogs, discussion forums and groups of interest to scientists involved in all kinds of science communication.

How is it funded? What initiatives are there?
The smaller professional societies also have science communication initiatives, but these are too numerous to list here. The major schemes at present are:

Wellcome Trust

 * 'Engaging Science' grant scheme to investigate biomedical science and its social contexts

 * Support for science centre exhibitions

Office of Science and Innovation

 * ScienceWise and Science Horizons mostly about policy and choices by science or government

Department for the Environment, Food and Rural Affairs

 * DEFRA Science Communication Programme

The Research Councils and Research Councils UK

 * National Science Week Awards not forgetting nation-wide experiments

 * UK GRAD programme for undergraduate students

 * Public engagement grant schemes run by individual Research Councils

 * public engagement training for researchers. E.g. media training.

The Royal Society

 * Dialogue Initiative A range of activities in different fields

 * Communication and Media Training training for science communication

 * Michael Faraday Prize for communicating science

 * Prizes for Science Books

 * Scientist-MP Pairing Scheme Swap places with an MP

The Higher Education Funding Councils

 * HEFCE’s business and community projects funded through the Higher Education Innovation Fund

 * Volunteering activities funded through HEFCE’s Higher Education Active Community Fund

 * Widening participation activities, including support for science, technology, engineering and mathematics

 * Aimhigher activities

 * Scottish Funding Council Funding for cultural engagement

 * Engagement activities supported via HEFCW's Third Mission Fund and its Reaching Wider Fund, particularly in relation to Reaching Wider Partnerships

 * Third mission projects supported via the Welsh Assembly Government's Knowledge Exploitation Fund.

The Royal Institution

 * Science Media Centre to help journalists find good facts and quotes

 * Royal Institution Lectures these are extremely popular

The Royal Academy of Engineering

 * Ingenious awards new awards for awareness and dialogue

NESTA the National Endowment for Science, Technology and the Arts

 * Crucible learn about the world in which your research resides

British Science Association

 * The British Science Association's CREST awards celebrating creativity in science and technology

Science communication media
For a list of science-related TV, radio, blogs and podcast channels, visit the Talking Science pages prepared for the British Council.

Public lectures

 * The Reith Lectures This year, Jeffrey Sachs. A world in transition.

 * Royal Institution Lectures the world-famous series

Science journalism
The BA Media Fellowships scheme, helps scientists find out what it is like to work as a journalist. Scientists will soon be able to learn more about the process of journalism as the BBC plans to open up its training materials to budding reporters at the end of 2007, via its online traing site, BBC Training and Development.

Two key publications are New Scientist and Research Fortnight. For other channels, visit the Talking Science pages prepared for the British Council.

Science press releases are delivered through the press service AlphaGalileo. The professional organisations are the Association of British Science Writers and STEMPRA the Science, Technology, Engineering, Medicine Public Relations Association. Contact between scientists and journalists is aided by the Science Media Centre at the Royal Institution.

Events
Main UK Science Communication Events

 * Psci-com a mailing list for science communicators
 * Cafe Scientifiques take place all around the UK. They are places where, for the price of a cup of coffee or a glass of wine, anyone can come to explore the latest ideas in science and technology. Meetings take place in cafes, bars, restaurants and even theatres, but always outside a traditional academic context. The Cafe Scientifique movement is now global.

 * Events of the British Science Association include National Science & Engineering Week in March, the annual British Science Festival in September and the Science Communication Conference They also run regional Branch events year round, these are typically volunteer-led hands-on or discussion events for adults or families.

 * NESTA Events such as Crucible and Famelab

 * The Royal Society holds its summer exhibition every year, and many other events. Find out more from its Events Diary.

 * the Royal Institution, the Christmas lectures are especially popular. Here is their calendar of events.

 * the Royal Academy of Engineering holds regular events of its own, and hosts the meetings of PolicyNet.

 * the Wellcome Trust has a new centre just opened in London, at 183 Euston Road. Here is its events calendar and gallery information.

 * FameLab be the face of science! The leading science communication competition to find the new voices of science and engineering. The global competition has already seen more than 9000 young scientists and engineers taking part in over 30 different countries, all presenting a STEM concept in just three minutes and judged by the content, clarity and charisma of their presentations.

For other events, and a list of the UK festivals, visit Talking Science at the British Council.

Science centres and museums
This list of science centres and museums in the UK available from Talking Science and Ecsite as a clickable map. So if you want to explore museums in a particular region, that's the resource for you.

For more on science centres and museums, including a map of interactive centres, visit the BIG (British Interactive Group) website.

Science communication consultancies

 * Sublime Science UK wide innovative science communication interactive stage shows and hands-on activities

 * SciConnect Offers bespoke science communication and outreach training for researchers and students. The courses are led by award-winning science communicators and journalists who also have experience as research-active scientists. SciConnect offers a range of courses, including media training, how to inspire schoolchildren about science, podcasting and using the internet as an outreach tool.

 * University of Glamorgan Scicomm experts in communication and education. Services include science fiction consultancy, devising innovative resources that support science teaching, and the public engagement programme of Science Shops Wales, based at the University. Science communication media training also available

 * Science Made Simple specialists in innovative science and engineering shows to schools and festivals, and science communication training for researchers and presenter staff

 * Engineering Explained specialist engineering communication company providing shows about engineering for primary and secondary schools across the UK

 * Graphic Science specialists in science communication and education, from devising educational resources that support the teaching of science and engineering, through to the creation of public engagement projects such as dialogue events and graphics campaigns. Also provide bespoke evaluations and specialist communication training for scientists and engineers

 * The Training Group An expert consortium, consisting of experienced trainers from Ecsite-Uk, Science Made Simple and Graphic Science, offering professional science communication and public engagement training for researchers

 * The Creative Science Consultancy headed by Steve Mesure, the Creative Science Consultancy offers a wide range of communication and teaching experience, an overview of science in society programmes and specialises in creative multidisciplinary approaches to science influenced by theatre and arts

 * Sarah's Adventures in Science Expert in developing and delivering engaging activities for pre-school, primary school and audiences with special needs. Shows and hands-on workshops. Science writing for younger children. Run by Dr Sarah Bearchell, winner of The Joshua Phillips Award for Innovation in Science Engagement (2014) or Josh Award

Installation and exhibit makers

 * The Creative Science Centre stimulating enthusiasm and experience of science through hands-on experiments and other 'things to make and do'.

 * Interactives Science the latest in hands-on science and interactive exhibitions

 * Farmer Studios attractions and exhibits for all

 * Show me learning specialists in the development and delivery of interactive lectures, science shows, workshops and training for schools, museums, visitor centres and commercial companies

 * Techniquest reliable interactives.

 * W19 Design interactive exhibit and exhibition design. Specialists in hands-on science.

 * Science Projectsthey design and construct hands-on science exhibits, operate two science centres and several travelling shows and exhibitions

 * Creatif Design for special need schools, visitor centres, museums, hospitals, nurseries, discovery centres, hands-on galleries, and parks

 * Continuum visitor experiences for people of all ages and backgrounds

 * Sublime Science experts in science shows & workshops for primary schools as well museums, groups and organisations

Science shops
These are small organisations that carry out research in a wide range of disciplines, usually for free, to address the challenges faced by civil society. The emphasis is on the experiences of local communities, and how science shops can help them. Other knowledge transfer mechanisms start with the academic research, and then attempt to 'apply' it in society. With science shops, it is the other way around. Science shops that are attached to universities often bring students into their activities as part of teaching and learning.

 * Brighton and Sussex Community Knowledge Exchange is not called a science shop, but the initiatives are very similar and are also community-led.

 * Northern Ireland Science Shop

 * Interchange at the University of Liverpool

 * Science shops Wales are based in and around the University of Glamorgan

Ideas about science communication
Experts used to think about science communication as a simple matter of instruction [Royal Society 1985]. It was a long time before this ‘deficit model’ [Wynne 1991] of science communication was replaced by a second generation approach which favoured two-way communications (‘dialogues’) between experts to influence policy or scientific and technological practice (upstream engagement) [Demos 2004]. The mechanisms used to stimulate public participation in science and policy decision are summarised below. But whilst at first sight these two approaches appeared to be very different, they also had much in common: the topic of engagement was chosen, not by citizens themselves, but by elite science or government.

Third generation approaches to engagement take participation one step further, in that they emphasise the need for dialogue, not only to influence the practices of government and science, but also to influence actions chosen by local communities. In other words, science communication is also important for innovation in, and by, society.

Recent initiatives at the Office of Science and Innovation, the Treasury, NESTA, what was the Department of Trade and Industry, the Department for the Environment, Food and Rural Affairs, firms and voluntary sector organisations all involve these third generation approaches to engagement, as they take a wide view of what innovation is about: in terms of subject areas, purposes (social, as well as economic benefits) and involving more diverse communities than simply experts in higher education or research alone.

Public engagement mechanisms
Citizen’s panel Lay public panel meets to discuss issues, statements or refine options

Stakeholder dialogue Open ended, ongoing discussion to identify areas of agreement or disagreement, with communities with an interest in the issue. When managed well, participants determine the agenda.

Stakeholder forum Brings together representatives of key stakeholder groups locally, regionally or nationally. Numbers are usually limited to enable discussion, which can lead to feelings of exclusion.

Stakeholder workshop As above, but task-based.

Round table Discussion forum, sometimes facilitated, used to explore scope and areas of agreement and disagreement. Vulnerable to bias by chair, particularly vocal special interest groups. Transparency problems.

Citizens polls Surveys of more or less representative samples of the population. Reflect bias of question-setter.

Deliberative mapping A method of integrating expert and citizen assessments through face-to-face and computer-enabled dialogues. The process is guided so that participants challenge each other’s perspectives and framing assumptions. The approach can be used to systematically judge how well different options perform according to particular economic, social, ethical and scientific criteria. It is used mostoften with problems that involve multiple factors and require making difficult decisions, frequently without adequate data.

Multi-criteria mapping a novel software-based technique for exploring the links between expert analysis and divergent social values and interests.

Deliberative polling A large, demographically representative group conducts a debate, cross-examining key players. The group is polled on an issue before and after the debate.

Focus group A small group of people discuss an issue guided by a trained facilitator working to a designed protocol. Researchers study the contents of the discussion are studied to investigate shared understandings, attitudes, values and factors that shape these.

Citizen’s jury 12-16 lay people cross-examine expert witnesses, to make a decision, judgement or recommendations. Although not best practice, issues are often framed by commissioning organisation, restricting potential for knowledge exchange.

Discussion groups A small number of people (8-10) engage in facilitated discussion.

Consensus conference Extended information gathering by representative panel of 16 people who request information resources, decide upon questions, cross-examine expert witnesses, and report to the press and the public (over several weekends: longer and more expensive than citizen’s juries) on the consensus.

Lay panel members Non-specialists presence on expert committees. Varying degrees of empowerment, influence and support. Lay members may have an influence the communication skills of experts.

Future search Imagining of preferred futures, and collaborative planning for how to achieve them

Delphi process A set of procedures for eliciting and refining the opinions of a group - usually a panel of experts. An extended method includes lay panel members. It has four basic features: structured questioning, iteration, controlled feedback and anonymity of responses. OSI has used Delphi questionnaires to poll thousands.

‘Planning for real’ Use of 3D models (e.g. cardboard) to represent development plans to engender discussion and comment.

Open house, exhibitions, galleries An open venue for discussion, exhibition or other activity; consultation commissioning body expected to be present to engage in discussion with ‘visitors’.

Public meeting Open meeting with specialists and chair, in formal setting. Usu. Q/A format

Recent science communication policy developments
Office of Science and Innovation

 * Policy guidelines on scientific advice. These aim to highlight the importance of the role of evidence in policy making, and to increase the awareness of policy makers on how best to seek good quality evidence from the most credible sources at the most appropriate time.

 * The Chief Scientist has recently published the Universal Code of Practice for Scientists which includes responsibilities for science communication.

 * Other developments can be watched through Hansard Debates from the House of Commons

 * See also the OSI's Guiding Principles for Public Dialogue

Department for the Environment, Food and Rural Affairs

 * DEFRA held a Citizen's Summit on Climate change to make people aware of the link between their own everyday behaviour and climate change

 * the Research Councils have various policies for science communication. Some, like the BBSRC, provide explicit and detailed guidance for researchers about what is expected within the research handbook. Other Research Councils require researchers to seek out information on public engagement on their website.

RCUK and the Higher Education Funding Councils

 * RCUK is involved with a JISC initiative which aims to help the public access research publications. The national repository and redirection service, called 'The Depot', has the specific task of ensuring that all in the UK research community can benefit from making their published papers available under open access. The Depot is being managed at the University of Edinburgh.

The Wellcome Trust led the development of UK PubMedCentral to facilitate open access to published research.

Current activity
In 2006 The UK higher education funding councils and Research Councils UK, in association with the Wellcome Trust, invited proposals from higher education institutions and their partners to become collaborative 'Beacons for Public Engagement'. The funding bodies made a total of up to £8 million has been made available for this pilot initiative.

Beacons brings together the funding bodies for the first time to establish a co-ordinated approach to recognising, rewarding and building capacity for public engagement. The funding bodies see 'public engagement' as involving specialists in higher education listening to, developing their understanding of, and interacting with non-specialists. They define the term 'public' as 'individuals and groups who do not currently have a formal relationship with an HEI through teaching, research or knowledge transfer'.

Courses and skills
In academia:

 * MSc Science Communication and Public Engagement, The University of Edinburgh
 * Courses for students and researchers at academic and research institutions around the UK, delivered by trainers with experience as professional journalists and research-active scientists
 * Science Communication MSc Imperial College London
 * Science Communication MPhil, PhD University College London
 * Science Communication MSc University of Sheffield
 * Science Communication MSc University of the West of England
 * Science Journalism - Postgraduate diploma in journalism with science specialism. City University's Department of Journalism
 * Science Journalism - training open to all science postgraduates at the University of Sussex
 * Science Media Production Imperial College London
 * Science, Media and Communication MSc Cardiff university
 * Environmental Change and Society MSc University of Glasgow(Dumfries)
 * Public engagement and science communication MSc university of hull
 * Science, Communication and Society MSc University of Kent
 * Science communication MSc university of Manchester
 * Science communication MSc Manchester Metropolitan University
 * Science, Technology, and Society MSc ,Science and Society BSc University College London
 * MA Journalism (Science and Environment), University of Lincoln
 * Masters in science communication, Science Communication: Online and media writing ,Science Communication Masterclass,Science Communication: people, projects, events University of the West of England

In media and policy:

 * BA Media Fellowships Can scientists 'fake it' as journalists?

 * MP-Scientist Pairing Scheme (Royal Society) Briefings and a week in Westminster.

 * Richard Casement Internship Summer at The Economist. Plus pay!

 * Nature Internships A first step into a career in science journalism.
 * Media fellows British Science association
 * Event centre for life, 2017 BIG STEM communicators network
 * Public Engagement Academy NCCPE

Resources schools and colleges

 * Vega Science Trust science videos including how to make modules and careers profiles.

 * BIONET explore and debate the latest discoveries in life sciences

 * Citizen ScienceResources to support debate on biomedical issues

 * Upd8 Get teaching resources on the latest developments in the news - and fast! Sponsored by Planet Science and IBM

 * Planet Science resources and information for teachers, to encourage creative and fun approaches to primary and secondary science teaching

 * Meet your match database of scientists for schools

 * Science Learning Centres

 * Your Amazing Brain Real-life experiments, games, illusions and brain-benders.

 * Play Decide

Libraries

 * British Library and its Science and Technology Collections, which includes science and technology oral history collections such as An Oral History of British Science
 * Darwin: Complete Works Online, Centre for Research in the Arts, Social Sciences and Humanities, Cambridge

 * interactiveexhibits.org, Reference directory of interactive science exhibits

 * Darwin Correspondence Project, Cambridge University. Publishing Darwin's letters.

 * IEE Library containing the notebooks of Michael Faraday.

 * John Rylands Library, University of Manchester including archives of material from Marie Stopes, the Jodrell Bank Radio Telescope, John Dalton and The Guardian. The Partingdon collection includes the works of Michael Faraday and Humphry Davy.

 * Mass Observation Archive writing by ordinary people about everyday life in Britain.

 * National Archives at Kew and their 'Inventors and inventions' exhibition.

 * National Cataloguing Unit for the Archives of Contemporary Scientists Bath University. See its guide.

 * Royal Intitution Archives and Collections including the works and apparatus of Humphry Davy, Michael Faraday, John Tyndall, James Dewar, William Bragg, Lawrence Bragg and George Porter.

 * Royal Society Archive and Library A comprehensive collection of 18th and 19th century scientific journals, with current journals in science policy and the history of science.

 * Museum Library, London. A research library for the history and public understanding of the physical sciences and all branches of engineering.

 * Wellcome Photographic Library Covering the history of medicine and the history of human culture from the earliest periods of civilization to the present.

 * The Wellcome Library For the History of Medicine. One of the world's greatest collections of books, manuscripts, archives, films and paintings on the history of medicine. In addition it has an extensive collection on science communication and public engagement with science.

Journals

 * Communicating Astronomy with the public

 * Journal of Science Communication

 * Nature

 * New Scientist

 * The Pantaneto Forum

 * Public Understanding of Science

 * RTD Info

 * Science and Public Policy

 * Science and Society

 * Science and Technology Studies

 * Science as Culture

 * Science Communication

 * Science in Context

 * Science in School

 * Science, Technology and Human Values

 * Science, Technology and Society

 * Social Studies of Science

Key texts
Holliman, R., Whitelegg, E., Scanlon, E., Smidt, S. and Thomas, J. (2009). (eds.) Investigating science communication in the information age: Implications for public engagement and popular media. Oxford University Press, Oxford.

Holliman, R., Thomas, J., Smidt, S., Scanlon, E., and Whitelegg, E. (2009). (eds.) Practising science communication in the information age: Theorising professional practices. Oxford University Press, Oxford.

Demos (2004) See-Through Science: Why public engagement needs to move upstream, September.

Miller, S (2001) Public understanding of science at the crossroads, Public Understanding of Science, Volume 10, Number 1, page 115-120, January

Office of Science and Innovation (2006) Guiding Principles for Public Dialogue, London.

Office of Science and Innovation (then Technology) (2000), 'Science and the Public: A Review of Science Communication and Public Attitudes to Science in Britain'.

POST (2001) Open channels: public dialogue in science and technology, POST report number 153, Parliamentary Office of Science and Technology, March

Royal Society (2006) Factors Affecting Science Communication, London, June.

Royal Society/Royal Academy of Engineering (2004) ‘Nanoscience and Nanotechnologies: Opportunities and Uncertainties’, London

Royal Society (1985) The Public Understanding of Science: The Bodmer Report, London.

Wellcome Trust(2006) 'Engaging Science: Thoughts, deeds, analysis and action', London, May.


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Landscape rendering

Welcome to the learning project for Landscape Rendering. Participants in this learning project experiment with available  3D computer graphics software that can render digital images that look like landscapes.

Terragen
Terragen version 0.9 for Macintosh was used to make the image shown below. This image was made according to the provided introductory instructions. The camera location and target for this image can be seen at Image:Terragen4.png. The camera height was 300 metres and the height of the camera target was 50 m. The image was rendered at 1280 x 960 pixels and took 48 minutes on a 1.42 GHz G4. The image was then processed in Photoshop to a final size of 640 x 480 pixels and the image was sharpened.

Additional reading

 * Fractal landscape

Activities

 * Experiment with a version of Terragen such as Terragen 2 and describe your results here. If you try the Terragen 2 preview version, make use of the Help menu's link to the discussion forum and documentation.
 * Explain the purpose of the FreeImage Public License.

Vue
Vue 6 for Macintosh was used to make the images shown below. The image to the left was made after watching the Kickstart tutorial. The Science Fiction/White Dwarf atmosphere was used. The highly reflective liquid option was used for the ocean. A standard terrain element was added, two planets, and two Sci-Fi plant elements. The image was rendered at 640 x 480 pixels on the Ultra quality. The rendered image was sharpened and cropped in Photoshop. Rendering took 15 minutes minutes on a 1.42 GHz G4.   For the 5 second animation example (above), the same atmosphere and liquid elements were used and a single planet. The terrain element was given the properties of the EcoSystems/Garden preset. With the island covered with vegetation, the scene has nearly 4,000,000 polygon elements. The alien building next to the island wan made from a rectangular "Alpha plane" element and given the properties of the "Futuristic building" preset from the special effects collection. The animation was rendered using the "Broadcast" setting and 122 frames. The video is 348 x 480 pixels.

Activity
Download the Vue software and install it on you computer. Do the provided Vue "Kickstart tutorial" and then experiment with creating and rendering a scene. Upload an example of you results to Wikiversity.

Bryce 5.5
Bryce 5.5 for Macintosh was used to make the image shown to right. The manual and tutorial does not exactly match the Bryce 5.5 Macintosh distribution. The default image size was reduced 50% in Photoshop to produce the image shown here. The image took about 5 minutes to render on a 1.42 GHz G4.

 In the Bryce animation example (above) the Starfield sky preset was used with no ground plane. Earth was created as a sphere but the Moon was simply a flat "billboard" object. The space ship is a simple torus.

Bryce includes a plugin module for Daz Studio, software that is specialized for posing and rendering of models of human-like characters. See: Rendering models of living organisms.

Activity
Try the Bryce 5.5 software. Note that DAZ Studio can be launched from within Bryce as a plugin component. Bring a character from DAZ Studio into Bryce and render a combination landscape and character. Upload an example of you results to Wikiversity.

title: Landscape rendering


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User talk:Skiptracer

Hello Skiptracer, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 20:19, 26 June 2007 (UTC)

title: User talk:Skiptracer


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8:00 class/25 June 2007

This is an archive of Wikiversity current events from 25 June 2007.

Colloquium summary
Short summaries of active discussions at Colloquium.
 * Dynamic page lists - feature now active, see Help:Dynamic page list.
 * Page protection at Wikiversity - related link: Page protection.
 * Wikiversity Traditions
 * Learning projects

Internet Relay Chat topics of the day
Re-cap of topics discussed in #wikiversity-en and #wikiversity.
 * Video Wikinews
 * Planet WikiMedia
 * Custodianship
 * Category:Animation
 * Help:Dynamic page list
 * #wikiversity- Vishal Patel mentions work on a grant proposal related to Wikiversity and bricks-and-mortar universities.

Email discussions and blogs
Summaries of Email discussions and blogs with relevance to Wikiversity participants.
 * Visions of Free Culture by Benjamin Mako Hill. Related link: the vision thing.

Recent changes
Recent trends in active editing efforts.
 * Film scoring for Musicians:Foreground Background
 * School:Game Design
 * Extraordinary School Project
 * Human Democratic News - needs a category
 * Education for Americans about the Culture of Arab Israelis Project
 * Bloom clock project/2007 part two
 * Construction Materials - needs a category
 * Operating Systems/x86
 * Topic:Energy storage
 * Alcoholism - needs a category
 * Topic:Science Communication in the UK - needs a category

title: 8:00 class/25 June 2007


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Template:FilmSchool:Script:Dialog for recording

The dialog from the movie script "Seduced by the Dark Side!"

EXTERIOR - The local movie theater - NIGHT

 * The young person and old person stand looking at the movie poster outside the theater.

(1) Young Person: "That was a great movie..."

(2) Young Person (contined): "but I do not understand one thing."

(3) Old Person: "What's that?"

(4) Young Person: "How can anyone be seduced by the Dark Side?"

(5) The old person thinks for a while. Old Person: "Humm!"

(6) Old Person: "What computer do you have at home?"

(7) Young Person (eagerly): "A Macintosh!"

(8) Old Person: "But what computer does your father use at work?"

(9) The young person thinks for a moment. Young Person: "Humm!"

(10) Young Person (amazed and excited): "Seduced by the Dark Side!"

(11) The old person smiles. Old Person: "Ahh!"

 * The old person and the young person walk toward home together.

 * Fade to black.

 * The End

.


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File:Kasturika Line 01.ogg

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Talk:Science communication in the United Kingdom

"Science Communication in the UK" is looking good. When "Topic:" pages start getting long and have many page sections, it is probably time to start thinking about how to organize the learning resources for that topic. The "Topic:" namespace is a new invention of Wikiversity and the Wikiversity community is still in the process of exploring just what types of content goes on pages in the main namespace (where page names have no prefix) and what types of content should be in the topic namespace where page names all start with the "Topic:" prefix. In general, pages that hold learning resources, the actual desired content of Wikiversity, are pages in the main namespace. The other namespaces exist to help organize the activities of Wikiversity participants and so they contain "meta-level content" that is concerned with helping to make Wikiversity participants more efficient in their collaborative efforts to grow the Wikiversity project. Wikiversity makes a distinction between learning projects and content development projects. When Wikiversity participants want to learn about a subject, they might participate in existing learning projects without being concerned with the types of "meta-level" issues that concern a teacher of that subject. A teacher can draw upon experience to make decisions about how to organize groups of learning resources for a subject area. Such "meta-level" decisions and planning is what constitutes "content development projects" and at Wikiversity the process of content development takes place mainly in the topic namespace. When "Topic:" pages start getting long, it is common practice to start splitting long pages into multiple pages. Content that constitutes well-defined learning resources can be moved to pages in the main namespace. Content that is mainly about how to create, organize and develop learning resources can remain on pages in the topic namespace. Subpages are allowed in the topic namespace, for example, see Topic:Japanese/Materials, so if the content development effort for a particular subject becomes complex, that content development effort can be organized on a set of related pages in the topic namespace. --JWSchmidt 23:51, 26 June 2007 (UTC)

"Journals" section
...needs to be cleaned up (several broken links).

Shouldn't we differentiate between "Journals" and "Other publications" / "Magazines" or such?

--ag


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Used with the WikiU Film School Lesson on how to do Animatic Dialog Recording.

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Used with the WikiU Film School Lesson on how to do Animatic Dialog Recording.

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Used with the WikiU Film School Lesson on how to do Animatic Dialog Recording.

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Used with the WikiU Film School Lesson on how to do Animatic Dialog Recording.

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Used with the WikiU Film School Lesson on how to do Animatic Dialog Recording.

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Used with the WikiU Film School Lesson on how to do Animatic Dialog Recording.

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User:Unknownhobo

Do you want to know a secret? I know things exist that no one else can comprehend. I have seen heaven and hell, stormed the beaches, gun in hand, screamed my music to millions in the mud, painted masterpieces that still have you in awe, married a thousand and raised two times more, drank the finest wines of the world, dined in the most marvelous resturants and never had to pay a cheque, slept under the stars on the river bank, bare with my skin upon the mud, kissed a dozen strangers for no apparent reason, punched two dozen more for the same reason, preached of peace to a generation of non believers, started some horrific wars, written poetry and prose to rivel the greats, lived with too much love and too much hate, broken the barriers of social acceptance, sat in church for hours paying my repentence, embraced the down trodden and helped them to their feet, scoulded a few along the way, walked til my feet were lead and my soul was the same, cried until there was no more to tears cry, laughed until there were no more tears to laugh, crumbled every bone in my body, stood tall my entire life and never took anything from anyone, I have kissed the rain and tasted pain, I have felt the sun when the days have ended and when they have only just begun ... Do you want to know a secret? I am History.

title: User:Unknownhobo


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User talk:Unknownhobo

Do you want to know a secret? I know things exist that no one else can comprehend. I have seen heaven and hell, stormed the beaches, gun in hand, screamed my music to millions in the mud, painted masterpieces that still have you in awe, married a thousand and raised two times more, drank the finest wines of the world, dined in the most marvelous resturants and never had to pay a cheque, slept under the stars on the river bank, bare with my skin upon the mud, kissed a dozen strangers for no apparent reason, punched two dozen more for the same reason, preached of peace to a generation of non believers, started some horrific wars, written poetry and prose to rivel the greats, lived with too much love and too much hate, broken the barriers of social acceptance, sat in church for hours paying my repentence, embraced the down trodden and helped them to their feet, scoulded a few along the way, walked til my feet were lead and my soul was the same, cried until there was no more to tears cry, laughed until there were no more tears to laugh, crumbled every bone in my body, stood tall my entire life and never took anything from anyone, I have kissed the rain and tasted pain, I have felt the sun when the days have ended and when they have only just begun ... Do you want to know a secret? I am History.

title: User talk:Unknownhobo


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User:Lambyte

See wikipedia:en:User:Lambyte

title: User:Lambyte


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Talk:Great Debates in Media Literacy

I'm a graduate in Communication University of China.Now I'm studying the media education curriculum in Canada. I'm sincerely hoping to communite with everyone who is interested in this period.E-mail:passionore@yahoo.com

title: Talk:Great Debates in Media Literacy


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User:BSchaeffer

I wrote three pages on special relativity, general relativity and on the periodic table in the french Wikiversity. I plan to translate them here

fr:Utilisateur:BSchaeffer

title: User:BSchaeffer


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Theory of relativity/Special relativity

Special relativity is an extension of classical mechanics (Galilean relativity) that deals with the consequences of the speed of light being the same for all observers.

Articles

 * /space, time, and the Lorentz transform/
 * /momentum/
 * /energy/
 * /E = mc²/
 * /spacetime diagrams and vectors/

Speed limit
In classical mechanics, the absolute velocity is the sum of the velocity of the moving reference frame and the velocity relative to the moving reference frame. In special relativity one has to take into account the speed limit, e.g. the light speed. For a frame designated with a prime(') moving with respect to another unprimed frame along the x,x' axis with a relative velocity of $$v$$ between the frames, the x,x' component of the velocity of a test particle is related between the frames according to:
 * $$u_{x}= \frac{v + u'_{x}}{1+ \frac{v u'_{x}}{c^2}} $$

where $$u_{x}$$ is the x component of the test particle's velocity with respect to the unprimed frame, and $$u'_{x}$$ the x' component of the test particle's velocity with respect to the primed frame. According to the relativity theory, all the velocities are relative.

This formula gives a speed limit as may be seen by replacing $$u'_{x}$$ by c to get $$u_{x}=c$$.

For an infinite light speed one gets the Galilean addition of velocities:

 * $$\left.u_{x}=v + u'_{x}\right. $$

Galilean transformation
In classical kinematics displacement is proportional to the velocity and time is independent of the velocity. When changing the reference frame, the total displacement x in reference frame R is the sum of the relative displacement x’ in R’ and of the displacement vt of R’ relative to R at a velocity v :
 * $$x=x'+vt$$

or, equivalently,
 * $$x'=x-vt$$.

This relation is linear when the velocity v is constant, that is when the frames R and R' are Galilean reference frames.

General linear transformation
The more general relationship, with four constants α, β, γ and v is :
 * $$x'=\gamma\left(x-vt\right)$$
 * $$t'=\beta\left(t+\alpha x\right)$$

The Lorentz transformation becomes the Galilean one for β = γ = 1 et α = 0.

Light invariance principle
The velocity of light is independent of the velocity of the source, as was shown by Michelson. We thus need to have x = ct if x’ = ct’. Replacing x and x' in these two equations, we have
 * $$ct'=\gamma\left(c-v\right)t$$
 * $$t'=\beta\left(1+\alpha c\right)t$$

Replacing t' from the second equation, the first one becomes
 * $$c\beta\left(1+\alpha c\right)t=\gamma\left(c-v\right)t$$

After simplification by t and dividing by cβ, one obtains :
 * $$1+\alpha c=\frac{\gamma}{\beta}(1-\frac{v}{c}) $$

Relativity principle
The relativity principle postulates that there are no preferred reference frames, at least for Galilean reference frames. The following derivation does not use the speed of light and allows therefore to separate it from the principle of relativity. The inverse transformation of
 * $$x'=\gamma\left(x-vt\right)$$
 * $$t'=\beta\left(t+\alpha x\right)$$

is :
 * $$x=\frac{1}{1-\alpha v}\left(\frac{x'}{\gamma}-\frac{vt'}{\beta}\right)$$
 * $$t=\frac{1}{1-\alpha v}\left(\frac{t'}{\beta}-\frac{\alpha x'}{\gamma}\right)$$

In accord with the principle of relativity, the expressions of x and t should be the same when permuting R and R' except for the sign of the velocity :
 * $$x=\gamma\left(x'+vt'\right)$$
 * $$t=\left(t'+\alpha x'\right)$$

and
 * $$x=\frac{1}{1+\alpha v}\left(\frac{x'}{\gamma}+\frac{vt'}{\beta}\right)$$
 * $$t=\frac{1}{1+\alpha v}\left(\frac{t'}{\beta}-\frac{\alpha x'}{\gamma}\right)$$

Identifying the preceding equations, we have the following identities, verified independently of x’ and t’ :
 * $$x=\gamma\left(x'+vt'\right)=\frac{1}{1+\alpha v}\left(\frac{x'}{\gamma}+\frac{vt'}{\beta}\right)$$
 * $$t=\left(t'+\alpha x'\right)=\frac{1}{1+\alpha v}\left(\frac{t'}{\beta}-\frac{\alpha x'}{\gamma}\right)$$

This gives the following equalities :
 * $$\beta =\gamma=\frac{1}{\sqrt{1+\alpha v}}$$

The Lorentz transformation
Using the above relationship
 * $$1+\alpha c=\frac{\gamma}{\beta}(1-\frac{v}{c}) $$

we get :
 * $$\alpha =-\frac{v}{c^2}$$

and, finally:
 * $$\beta =\gamma=\frac{1}{\sqrt{1-\frac{v^2}{c^2}}}$$

We have now all the four coefficients needed for the Lorentz transformation which writes in two dimensions :
 * $$ x=\frac{x' + vt'}{ \sqrt[]{1 -\frac{v^2}{c^2}} } $$
 * $$t= \frac{t' + \frac{vx'}{c^2}}{ \sqrt[]{1 -\frac{v^2}{c^2}} } $$

The inverse Lorentz transformation writes :
 * $$x'= \frac{x - vt}{ \sqrt[]{1 -\frac{v^2}{c^2}} }$$
 * $$t'=\frac{t - \frac{vx}{c^2}}{ \sqrt[]{1 -\frac{v^2}{c^2}} } $$

The true base of special relativity is the Lorentz transformation generalizing that of Galieo at velocities near that of light. The Lorentz transformation expresses the transformation of space and time, both depending on the relative velocity between the observer's and relative frames R and R'. Another demonstration may be found in Einstein's book. The direct Lorentz transformation is, in two dimensions:
 * $$x= \gamma\left(x' + vt'\right) $$
 * $$t= \gamma(t' + \frac{vx'}{c^2}) $$

The inverse Lorentz  transformation is:
 * $$x'= \gamma\left(x - vt\right) $$
 * $$t'=\gamma\left(t - \frac{vx}{c^2}\right) $$

We have then four equations to be used as needed, using the Lorentz factor :
 * $$\gamma=\frac{1}{ \sqrt[]{1 -\frac{v^2}{c^2}} } $$

Velocity addition law
The Lorentz transformation remains valid in differential form for a constant velocity :
 * $$dx= \gamma\left(dx' + vdt'\right) =  \gamma\left(v'_{x} + v\right)dt' $$
 * $$dt=\gamma\left(dt' + \frac{vdx'}{c^2}\right)=\gamma\left( 1+ \frac{vv'_{x}}{c^2}\right)dt' $$

From these two formulas we get the formula at the top of this page:
 * $$u_{x}= \frac{dx}{dt}=  \frac{v + u'_{x}}{1+ \frac{v u'_{x}}{c^2}} $$

Minkowski metric
The euclidean space is characterised by the validity of the Pythagoran theorem which may be written as a two-dimensional metric:
 * $$\left. d\sigma ^2= dx^2 + dy^2\right. $$

extended to three dimesions of space this becomes
 * $$\left. d\sigma ^2= dx^2 + dy^2 +dz^2\right. $$

The path a real massive particle takes through spacetime called its worldline as experienced by the particle will actually be timelike and a generalized version of the Pythagorean theorem to four dimensional flat spacetime yields the description of that interval as an invariant calculable from any frame by
 * $$ds^2=dc \tau^2=dct^2 - \left(dx^2+dy^2+dz^2\right)=\left(1- \frac{u^2}{c^2}\right)dct^2$$

where u is the velocity of the test particle relative to the ct,x,y,z frame. The differential form of the Lorentz transformation writes:
 * $$dx= \gamma\left(dx' + \frac{v}{c} dct'\right) $$
 * $$dct=\gamma\left(dct' + \frac{v dx'}{c}\right) $$

For example, consider for a moment just x and t. Replacing x and t as a function of x' and t' with the Lorentz transformation, one obtains the same Minkowski metric except for the primes:

 * $$ds^2=dct^2 - dx^2 $$

 * $$ds^2=\gamma^2\left(dct' + \frac{vdx'}{c}\right)^2 -\gamma^2\left(dx' + \frac{v}{c} dct'\right)^2 $$

Let us develop and simplify:
 * $$ds^2=\gamma^2\left(dct'^2- \frac{v^2 }{c^2} dct'^2 -2\frac{v}{c}dx'dct' +2\frac{v}{c}dct'dx' -dx'^2 + \frac{v^2dx'^2}{c^2} \right)$$

 * $$ds^2=\frac{1}{1- \frac{v^2}{c^2}}\left(1- \frac{v^2}{c^2}\right)\left(dct'^2 - dx'^2 \right)$$

 * $$ds^2=dct'^2 - dx'^2$$

The Minkowski metric is conserved in the Lorentz transformation.

Though the term "the metric" a term loosely used for both the "line element" and the "metric tensor" interchangeably. To be clear, the "line element" of special relativity is

 * $$ds^2=dct^2 - \left(dx^2+dy^2+dz^2\right)=\eta _{\mu \nu }dx^{\mu }dx^{\nu }$$

and the metric tensor of special relativity is the set of coefficient elements read off of that line element $$\eta _{\mu \nu }$$

Taking

$$x^0 =ct$$,

$$x^1 =x$$,

$$x^2 =y$$,

$$x^3 =z$$,

here for special relativity the metric elements are

$$\eta _{00} = 1$$

$$\eta _{11} = \eta _{22} = \eta _{33} = -1$$

All other elements are 0.

Written as a matrix this is

Time dilation
Let us consider a clock in its rest frame R' moving at a velocity v relative to a frame R where is an observer. The clock rate is Δt’ at rest, in its proper frame R' and Δt viewed from R. Since the clock is at rest in R', its position is constant in R', say x'=0. To apply the Lorentz transformation, we have to choose the right equation among the four of the direct and reciprocal Lorentz transformation. We choose the one containing Δt’, Δt and x':
 * $$\Delta t= \gamma\left(\Delta t' + \frac{vx'}{c^2}\right)=  \frac{\Delta t'}{ \sqrt[]{1 -\frac{v^2}{c^2}} }  $$

The time interval between two beats appears larger on a moving clock than on a clock at rest. One says that time is dilated or that the clock is running slow. The time of the moving clock does not flow any more when the clock moves at light speed, but only for the distant observer, at rest. A high speed particle of limited lifetime like a meson coming from outer space, will have an apparently much larger lifetime when viewed from the Earth but its proper lifetime remains unchanged. Let us consider now that an observer places himself in the moving frame R' and looks at a clock placed in the rest frame R. We shall have the same formula, but with t and t' reversed. Indeed, the movement is relative; there is no absolute movement but a symmetry between both Galilean frames.

Length contraction
Now consider a ruler at rest in a frame R' moving at a constant velocity v relative to a frame R where is an observer. The length at rest of this ruler is Δx' for an observer in R'. The ruler appears to have a length Δx for the observer in R. In order to measure the length of the ruler, the latter has to take an instantaneous picture of the two rulers, for example at time t=0, with Δt=0. He obtains then their lengths Δx and Δx’. He will use the equation of the Lorentz transformation where Δx, Δx’ and Δt appear:
 * $$\Delta x' =\gamma\left(\Delta x - v \Delta t\right)=\frac{\Delta x}{ \sqrt[]{1 -\frac{v^2}{c^2}} }$$

This formula has the same form as for the time, except that the primes are on the left side. For this reason, lengths contract instead of dilating for the time. Then one writes usually:
 * $$\Delta x =\Delta x' \sqrt[]{1 -\frac{v^2}{c^2}} $$

Kinetic energy
In a frame moving at velocity v relative to the observer, contrarily to the Galilean transformation, the Lorentz transformation gives an acceleration depending on the relative speeds of the referentials, even Galileans (we limit ourselves to the case where velocity and acceleration are colinear). In order to produce the acceleration a = dv/dt, it is necessary to apply a force, defined by the relativistic Newton's Second Law of Motion described above. The variation dT of the kinetic energy being equal to the work of the applied force f for a displacement dx, we have:
 * $$dT=fdx=fvdt=\frac{d\left(\gamma mv\right)}{dt}v dt=mvd\left(\gamma v\right)$$

Let us use an identity similar to that of Lorentz above:
 * $$vd\left(\gamma v\right)=v\gamma dv+v^2 d\gamma=\frac{v}{ \sqrt[]{1 -\frac{v^2}{c^2}} } \left(\ 1+ \frac{v^2}{ 1 -\frac{v^2}{c^2}}  \right)dv=c^2d\gamma$$

The variation of the kinetic energy becomes $$dT=mc^2d\gamma $$. Integrating this equation, one obtains:
 * $$T=\left. \gamma mc^2 - T_0 \right.$$

The kinetic energy should be zero when the velocity v is zero, e.g. when γ=1. The integration constant is thus:
 * $$T_0 =\left. mc^2\right.$$

The kinetic energy is:
 * $$T=\left(\gamma -1\right) mc^2$$

equal to the difference between mass-energy $$mc^2 $$ and relativistic energy $$\gamma m c^2 $$.

Total relativistic energy
The relativistic energy is the time element of the momentum four vector

$$E_R = p^0 c$$

and for a test particle with mass is given by

$$E_R = \gamma mc^2 $$

But this energy does not include the potential energy it may be associated with in interacting with other matter. In order to develop the Klein-Gordon equation with the inclusion of a potential one defines a canonical momentum four-vector which is the sum of the momentum four-vector with its interacting charge times the Lorentz gauge vector potential it experiences

$$P^\lambda = p^\lambda + \frac{q}{c}\phi ^\lambda $$

The total relativistic energy then is the sum of the relativistic energy and the potential energy due to the vector potential.

$$E_{Tot}=E_R + q\phi^0 $$

The length of the momentum four-vector yields its mass as an invariant

$$m^2 c^2 = \eta _{\mu \nu}p^\mu p^\nu $$

replacing the momentum 4-vector with the difference between the canonical momentum and the vector potential from above into this equation and operating the result on the wave function yields the Klein-Gordon equation for the inclusion of a vector potential.

Conclusion
We have derived the most celebrated equation of the twentieth century from first principles:

— Linear transformation of space and time

— Light invariance principle

— Relativity principle

— Newton's second law of motion

title: Theory of relativity/Special relativity


text:
Linux

If you are interested in learning how to install a particular Linux distribution, visit the /Installation/ page.

This project is meant to help people understand how the internals of Linux operating system work. By studying the learning materials here you will hopefully come away with a better understanding of source code, programming, Linux, the history of Linux (e.g. History of the Linux kernel), operating systems, and probably other things that only thorough reflection upon the experience can glean.

Portability
Since Linux-based operating systems are free and largely open-source, they can be installed on an unlimited number of computers without the need for license keys. Linux can also be installed on external mass storage media such as USB-attached portable solid state drives, and existing installations can be cloned to a different computer or external drive.

Caching
Linux features a sophisticated and fine-tuneable disk caching system. Data read from and written to the disk is stored temporarily in the RAM to maximize performance and minimize lag, to an extent not reserved by running programs. Cached data is released should a running program need more memory.

The  command indicates usage by running programs and for cache; the   part does abbreviates the numbers for readability.

To increase performance on computers with much RAM capacity, some values in  can be fine-tuned through a text editor or using the   command. Root access is required to change the values, example,  (default: 100) can be decreased to keep file system meta data in the RAM cache for a longer time, and   (default: 500, meaning 5 seconds) can be increased to keep saved data in RAM for longer before writing to the "persistent storage", i.e. the local disk. This reduces stress on the disk from repeated writes.

Mounting file systems
Keep in mind that implementations of commands may slightly vary across Linux distributions. The easiest way to mount a file system is with the  command. The mountpoint needs to be created as a directory first. While it can be located elsewhere than, it is the location file manager software expects folders to be. A list of data storage devices and partitions (i.e. "block devices") can be shown through the  command. sorts block devices by size. Mounting typically needs root access, meaning that if the command terminal is not running with root permission,  must be prepended to the command.

A file system can be mounted with write-protection if desired. This can be done through the  option. Implementations may also support  for this purpose. If the file system is already mounted, it should be remounted with the  option. Multiple options can be separated through a comma, for example.

In order to be able to modify files' date and time stamps and to preserve date and time stamps of files copied (using  or  ) or moved from a different file system, the file system must be mounted with oneself as its owner. This is specified through the  option parameter. The own user ID number can be found out through the  command. The user name can be displayed by. These steps can be combined through the nested  command.

The  command shows which device a file or directory is located on.

Live CD
A Live CD is a CD which contains a ready-to-use, fully operational copy (called an image) of a version of the Linux operating system. The CD is used to boot the computer in place of the hard drive. Due to the fact that this method does not touch the contents of the hard disk, it is a popular way to test out a new operating system. It will not make any permanent alterations to the system. Usually these Live CDs have installer programs so that if you like what the live CD contains, you can install it on your hard disk by clicking on a link. However, one must click through a fair amount of warning messages before anything is overwritten on the hard disk. See the List of live CDs at Wikipedia.

Virtualization
Using Virtualization technologies such as VirtualBox or KVM you can also run more than one OS's simultaneously on the same machine.

For example, you can install VirtualBox onto your Windows or Mac system, and then install whatever OS you want into the VirtualBox environment (each install takes up disk space, and the number that you can run at the same time is limited by RAM -  a good graphical linux can run just fine on 1G, and run a little bit slower on half that). There are other virtualization options: Xen, VMware, etc...
 * VirtualBox download URL for all platforms: https://www.virtualbox.org/wiki/Downloads

Screen recording
The screen can be recorded using the  command-line utility which is usually bundled. (ffmpeg on Wikipedia)

This command automatically generates a time-stamped file name. If another format or output folder is desired, the command can be modified.

To create a memorable shortcut to this command, this line can be added to the file that is loaded automatically when opening the terminal, the  file:

A custom resolution can optionally be specified with the "video_size" option (for example . By default, ffmpeg picks the full screen resolution.

If the quality is too low, the encoding bitrate can be raised using the  option, for example   does specify 5 megabits per second.

Content to study
Portal:Linux
 * /Introduction/
 * Tiny Core Linux
 * /Compiling the Linux kernel/
 * /linux-0.01.tar/ source code
 * /Reading the Linux Kernel Sources/
 * Types of GUI
 * /Basic commands/
 * /Filesystems permissions/
 * /Directories/
 * Text editing with vi and vim
 * /logging/
 * Scheduling (crontab)
 * /Wireless configuration/
 * Package managers: RPM, APT
 * Bash programming

External materials

 * Linux Technology Reference
 * Introduction to Linux
 * LFS Project

Linux Certification Programs
There are multiple certification programs available in the market such as LPI, CompTIA or Red Hat certifications.

Linux Professional Institute
The Linux Professional Institute is an institute which is committed to the development of a global standard in Linux certification. Individuals and organisations wishing to be certified in the use of Linux systems can enroll in courses which meet the requirements of both IT professionals and the organizations that seek to employ people with skills and experience in using, administering and programming on open source distributions. The LPI seeks to be distribution neutral and aims to provide the highest quality resources in order to educate and certify people in the use of Linux distributions.

Levels
The LPI provides 3 levels of certification: Essentials, Professionals, and Enterprise.

Essentials:
 * Linux Essentials
 * LPIC-1

Linux Professionals:
 * LPIC-2

Enterprise:
 * LPIC-3
 * LPIC-3 Enterprise Mixed Environment
 * LPIC-3 Enterprise Security
 * LPIC-3 Enterprise Virtualization and High Availability

Open Technology:
 * DevOps Tools Engineer
 * BSD Specialist

Wikipedia LPI

On this wiki

 * Linux server administration wikiversity course
 * /mdadm/ (Disk Management Utility)
 * Linux adaptations for UMPC design

Wikipedia

 * Filesystem Hierarchy Standard
 * Advanced Packaging Tool
 * Linux for PlayStation 3
 * Magic SysRq key
 * Linux for mobile devices
 * LineageOS
 * PureOS
 * Linux-powered device
 * Linux on embedded systems

title: Linux


text: File:Linux .01 contents.jpeg

title: File:Linux .01 contents.jpeg


text: File:Mehdi Mirzaee.jpg

title: File:Mehdi Mirzaee.jpg


text:
User talk:Mmirzaee

Mehdi Mirzaee

PhD, Water Resources Management,

Assoc. Prof. Azad University and Water Research Institute,

Interests:

Integrated Water Resources Management,

Transboundary Water Resources and Shared River Basin,

Conflict Resolution,

Contact:

http://www.iwrm.ir

E-mail: mmirzaee@iwrm.ir

title: User talk:Mmirzaee


text:
Template:Bcp-chars

Do not edit this template unless you know what you are doing.

Usage:

Use this template as part of Bloom Clock Log pages, to help participants properly identify plants

Note: This template should not be substituted.

title: Template:Bcp-chars


text:
BCP/Allium canadense

Allium canadense

title: BCP/Allium canadense


text:
User talk:BSchaeffer

Hello BSchaeffer, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
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Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --Sir James Paul 11:49, 27 June 2007 (UTC)

--Sir James Paul 11:49, 27 June 2007 (UTC)

title: User talk:BSchaeffer


text:
User talk:Krishta

Hello Krishta, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
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Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 13:32, 27 June 2007 (UTC)

title: User talk:Krishta


text:
User talk:Alchemist~enwikiversity

Hello Alchemist, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
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Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 13:34, 27 June 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 Alchemist. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Alchemist~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 23:27, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:02, 19 April 2015 (UTC)

title: User talk:Alchemist~enwikiversity


text:
BCP/Yucca filamentosa

Yucca filamentosa

title: BCP/Yucca filamentosa


text:
BCP/Erysimum cheiri

Erysimum cheiri

title: BCP/Erysimum cheiri


text:
BCP/Felicia amelloides

Felicia amelloides

title: BCP/Felicia amelloides


text:
BCP/Leptospermum scoparium

Leptospermum scoparium

title: BCP/Leptospermum scoparium


text:
Wikiversity talk:Page protection

What do we want page protection to represent?
I think this is one question we can think about for starters. On an "open Wiki", what does this actually mean? --HappyCamper 16:33, 27 June 2007 (UTC)
 * I've been thinking that it might make sense for Wikiversity to have a page protection policy that includes an explicit "make a copy" rule. The policy could say that if you want to edit a protected page, you should feel free to make a copy of the protected page and edit that. A specific example would be the main page. There could be a "backup" copy of the main page that is always available for editing by everyone. --JWSchmidt 17:34, 27 June 2007 (UTC)
 * I suppose. But if enough people copy this, then would this not render page protection unnecessary at all? --HappyCamper 23:00, 28 June 2007 (UTC)
 * Not in the case of important pages that hold a position, such as Main Page. Preventing vandalism or maintaining a steady copy of an important page calls for page protection, and any copy of these pages would not represent the same importance as the original, so could (and should) be freely edited by anyone. --Draicone (talk) 23:37, 30 June 2007 (UTC)
 * I'm warming up to the idea as I think about it more. It may actually reduce editorial conflicts on Wikiversity. --HappyCamper 16:05, 1 July 2007 (UTC)

Time to think about this again
I believe the Curator user group will have a significant impact on Wikiversity because it easily grants page protection to relatively new users. The issue of page protection needs to be addressed.--Guy vandegrift (discuss • contribs) 14:56, 1 January 2016 (UTC)
 * I agree, and we also need to update Page protection templates. I propose we have a template for raw data. I've recently semi-protected a couple of page like Observational astronomy/RZ Cas to prevent accidental editing of machine readable data. Any changes to the text would cause the software to generate errors for someone following the lesson instructions. There are a number of good reasons for protecting some pages. --mikeu talk 16:14, 1 January 2016 (UTC)

Should we discuss page protection templates here?
Why I created this template

The question of protecting is complicated by the fact that there are many reasons to protect.. For that reason we need a suite of templates that announce protected pages. I am no expert on wikimedia software, but I did a similar suite of templates to create short info marks at the beginning of sentences. See Category:Inline_icons.

 * 1) The first big question is: Does such a use of subpage templates have any unintended consequences?
 * 2) The second question is Where should we design and discuss these announcments?'. For now we can use this space, but we should soon move this page to better location.

After that we have plenty of time to design apropriate protection documents. The language is important for those of us who wish to recruit quality writers into Wikiversity.

We want the protection page to invite quality writers to become Curators. Many expert editors on WP are not administrators, I think because of the hassle required to achieve that status. My working assumption is that some WP editors would welcome a chance to write on a platform where they can essentially "own" the resource. This "ownwership" is not real, but arises from the fact that we rarely have edit disagreements on WV resources. This is in part due to the ease with which WV can fork and/or create subpages in mainspace.

We do not want to invite editors who will make unproductive contributions, but we do need to deal with them, and also with people who want to overprotect.

The first step in creating the desired culture is to make the right impression as soon as a reader sees a page protection announcement. Readers don't read the Colloquium or Wikiversity policy pages, I would think.--Guy vandegrift (discuss • contribs) 17:11, 4 January 2016 (UTC)

 * Note: I will probably place this entire discussion on hold. I do think we need to re-examine our protection templates, but that can wait until pages that need such protection actually appear.--Guy vandegrift (discuss • contribs) 18:17, 4 January 2016 (UTC)

See Category:Protect template --Guy vandegrift (discuss • contribs) 18:21, 4 January 2016 (UTC)

title: Wikiversity talk:Page protection


text:
User:Phaetoen

Keith Giddinge

title: User:Phaetoen


text:
New Media

New Media Arts -- 22:04, 30 June 2007 (UTC)
Brookhsu sees films and videos; innovative performance, as "New Media Arts". But says he is not familiar with it as a genre ... it could be anything really ...

Understanding
In the words "New Media Arts" Brookhsu understands "The future!" He thinks of lots of his artistic studies: they start with what is traditional, and slowly they move on, and anything one touches and produces is new ... To him that's new medias! Everyday, the new things being done can be considered new medias ... It's quite comparable to food, fresh food. Drawing he does, because it's new and because it's media: it must be New Media.

Capitals
On the Question: "Do we need capitals?" He likes them ...

Difference from "Old Media"
Brookhsu says, "Nothing differs from old and new media. Why would they need to be different?  They are both creation. The 'first sight' answer was the 'normalised' answer because of how a school is divided into departments, each with teachers/specialists who teach specific techniques.  But I find more and more each day that whether or not I involve myself in a department, such as Painting, I do not only have to study and practice painting in a traditional sense.  Art, I notice, is becoming more interdisciplinary within school."

Separation between New Media and Old Media in the Arts
Brookhsu says, "Maybe there is a separation between New Media and Old Media in the Arts; when one wants to define what is new and what is old in the realm of art, it causes the comparison."

New Media Arts Functions
Brookhsu says, "Art functions in everyone's daily life. New is anything that we have not experienced or known before any given moment.  Media is the form that our new knowledge is given to us.  Breaking this down, I can recognize now how simply new media arts functions."

What the Student of New Media Arts Needs to Learn
Brookhsu says, "A student of new media arts should keep an open mind to what he would like to learn while tending to what he needs to learn. This leaves the most flexible curriculum."

What Brook Hsu Needs to Learn
He says, "I would not know anything about software, that knowledge needs to be introduced to me. But, being a student, I know that the more curious I am to discover the world around me, the more I have to work with.  I try to look at the amount I need to acquire as being endless because it truly is."

How New Media Arts Should Be Taught
Brookhsu says, "... I think that the instructor should have a clear idea of what is a basis, a foundation, to start a student off, but, after giving that knowledge to the student, allowing the student to take it in any direction. I also believe that an instructor is not all knowing and should be willing to learn from the students.  Give and Take, Push and Pull."

How Wikiversity Can Bring an Interesting Approach
Brookhsu says, "... On a cultural level, there is no matching the possibilities. Here, people from all over the world can meet to create and discuss and learn.  Today, I recognize how important the internet and my involvement in its community is towards acquiring a universal knowledge.  I believe the Wikiversity is an path towards this goal."

How the Teaching Should Be Structured, Scheduled, Granted
Brookhsu says, "... I do not know what qualifies someone as a teacher. Really, anyone can be an instructor, but when everyone wants to be a teacher and no one is a student... there is a lack of structure.  How these positions are granted are up to the person joining the school.  I would hope that people would notice the balance that is needed."

Wikipedia Article
New Media Arts

title: New Media


text:
User:Davou~enwikiversity

Introduction_to_Wikiversity Portal:Professions

title: User:Davou~enwikiversity


text:
User talk:Davou~enwikiversity

Hello Davou, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 21:09, 27 June 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 Davou. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Davou~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 23:30, 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) 06:05, 19 April 2015 (UTC)

title: User talk:Davou~enwikiversity


text:
Talk:Renewable energy systems

Should this page be really a topic page or even higher classification?
 * Topic:Renewable energy should be a content development project for the renewable energy subject area. That page should link to all of the related learning resources in the main namespace. Eventually, there can be a portal page to help guide browsers to all of the renewable energy learning resources. --JWSchmidt 00:22, 28 June 2007 (UTC)

title: Talk:Renewable energy systems


text:
Category:Earth sciences

The purpose of the Earth sciences category is to bring together the wide range of different disciplines in this category.

cs:Kategorie:Geografie de:Kategorie:Fachbereich Geowissenschaften fr:Catégorie:Géographie it:Categoria:Geografia pt:Categoria:Geografia ru:Категория:География

title: Category:Earth sciences


text:
Category talk:Earth sciences

Should this really be a separate school or not?
 * How would you describe the relationship between geology and Earth sciences? --JWSchmidt 00:24, 28 June 2007 (UTC)

title: Category talk:Earth sciences


text:
Climatology

Climatology is a branch of atmospheric science as well as geographical and environmental science.

Overview
Climate is a dynamical system that is based upon the long term averages and behaviour of Earth's atmosphere both on the global scale and the regional scale. This topic aims to help your understanding of the basics of climate science as well as the many impactors climate has on the Earth as well as the impactors the Earth has on the climate.

History

 * A brief history of Climatology

Circulations

 * Atmospheric Circulation
 * Oceanic Circulation

Cycles

 * Diurnal Cycle
 * Seasonal Cycle

Perturbations

 * Short term (1 year to 1,000 years)
 * Middle term (1,000 years to 10,000 years)
 * Long term (10,000 years to 1,000,000 years)

(Original)
 * Weather forecasting
 * Weather phenomena
 * Climate basics
 * Weather observations and other data
 * Solar forcing
 * Atmospheric Circulation
 * Ocean circulation
 * Earth radiation budget
 * Glaciation and Sea Ice cover
 * Atmospheric physics
 * Climate models, General Circulation Models

Related learning materials

 * Climate Change
 * Global warming
 * The Ozone Hole
 * Carbon capture and storage

Related disciplines

 * Paleoclimatology
 * Weather satellites
 * Remote sensing
 * Ecological engineering

External learning resources

 * RealClimate.org

title: Climatology


text:
Talk:Climatology

If these courses ever get developed then this could become a school.

Oct 8, 2018 IPCC Report
As this curriculum is developed, the October 8, 2018 IPCC report will be a valuable resource. See: https://www.ipcc.ch/pdf/session48/pr_181008_P48_spm_en.pdf Thanks! --Lbeaumont (discuss • contribs) 12:06, 11 November 2018 (UTC)

title: Talk:Climatology


text:
Transmission lines

Introduction
In circuit design connections must be made between components in a design. Typically a metal interconnect is used for these connections. At DC and frequencies well below the microwave range often we assume that the connection is a short circuit between the connected components. A more sophisticated model may include the resistance in the wire. This assumption, for the most part, works well at lower frequencies.

Problems with this assumption start to appear as the wavelength of signals passed through the interconnecting metal approach the dimensions of the interconnecting metal. Imagine that the length of the interconnect is exactly half the wavelength of the signal transmitted through the interconnect. At any given instant in time the signal on each end is exactly opposite the signal on the other end of the interconnect. Clearly the assumption that the interconnect is a short or simple resistance no longer applies in this case. In fact, transmission line effects, or variations from the ideal short, can be seen at much lower frequencies and they significantly impact the way we design circuits at RF frequencies.

Types of Transmission Lines
So what exactly is a transmission line? Anything that transmits an electrical signal is a transmission line, even if the transmission line terminates in an open circuit. In practice, there are some common physical types of transmission lines used in RF designs. There are three main categories of transmission lines: planar, waveguide, and wires.

Planar Transmission Lines
Planar transmission lines are commonly used in RF circuits due to the ease of manufacturing, lower cost, well understood electrical behavior, the availability of EDA tools for design, and smaller space requirements, among other design benefits. The chief characteristic of planar transmission lines is that the lines are generally routed in two dimensions, as opposed to most waveguide structures which are three dimensional in nature.

Typically, planar transmission lines are metal lines routed on a substrate material such as a printed circuit board, microwave monolithic integrated circuit (MMIC), etc. A ground plane (continuous metal sheet used as a circuit reference) is commonly located close to transmission lines, either on the opposite side of the substrate(i.e. microstrip), on both sides of the substrate (stripline), or above the substrate.

Stripline
Stripline are routed in the middle of a substrate layer between two ground planes. Manufacturing is slightly more difficult than microstrip, though it is still commonly used. Stripline has the advantage of operating in a true TEM mode, as opposed to the quasi-TEM mode of microstrip, which eliminates the frequency dispersion.

Slotline
Slotlines are cuts in a metal plane...

Waveguides
[[Category:[insert category]

TEM Mode
when the electric and magnetic field of the wave is zero in the direction of propagation is called TEM mode

TE Mode
transverse electric mode where the electric field is zero in the direction of propagation and magnetic field has the component in propagation is called TE mode TEM wave can not exit in wave guide(WG).--106.76.185.152 11:04, 17 May 2012 (UTC)

Two Port Model
Two port network is an electrical circuit with two pairs of terminals. It doesn't mean that two terminals constitute a port. But to form a port a minium of two terminals is required. A grogteruiwphyuiryeuiowyturioeytuioreup of terminals that forms input and/or output connections for a circuit is considered a port.

Smith Chart
An open source chart, used commonly for impedance matching application like single and double stub matching.

title: Transmission lines


text:
User talk:Skysurfer~enwikiversity

Hello Skysurfer, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 04:14, 28 June 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 Skysurfer. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Skysurfer~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

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

title: User talk:Skysurfer~enwikiversity


text:
User talk:InfamousArgyle

Hello Halved sandwich, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
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 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 04:17, 28 June 2007 (UTC)

title: User talk:InfamousArgyle


text:
User:A.K.Karthikeyan/Visual Programming Language/High Level Design

Parts of GPL
The GPL must contain the following parts
 * Flowcharter
 * Code converter
 * Linker
 * Compiler
 * Debugger
 * Profiler