text:
United States currency/$2 bill

The United States $2 bill is a current denomination of U.S. currency. Former U.S. President Thomas Jefferson is featured on the obverse of the note. The engraving of the Declaration of Independence by Asher B. Durand (based on the painting by John Trumbull) is featured on the reverse. The design on the obverse (excluding the elements of a Federal Reserve Note) is the oldest design of current U.S. currency, having been adopted in 1929; the reverse is the second oldest design, having been adopted in 1976.

In spite of its relatively low value amongst denominations of U.S. currency, the two-dollar bill is one of the most rarely seen in circulation and actual use. They are almost never given as change for commercial transactions, and thus consumers rarely have them on hand. Production of the note is quite low; approximately 1% of all notes currently produced are $2 bills. This comparative scarcity in circulation has led to an overall lack of public knowledge of the $2 bill and has also inspired urban legends and folk beliefs concerning it.

Throughout the $2 bill's pre-1928 life as a large-sized note, it was issued as a United States Note, Silver Certificate, Treasury or "Coin" Note, and a Federal Reserve Bank Note.

Denomination Overview
The denomination of two dollars was first used by the United States federal government in July 1862. The denomination was used continuously until 1966 when the only class of U.S. currency it was then assigned to, United States Notes, began to be discontinued; it initially failed to be reassigned to the Federal Reserve Note class of United States currency; the Treasury Department cited the $2 bill's low use and unpopularity as the reason for not continuing use of the denomination. In 1976 use of the two-dollar denomination was resumed as part of the United States Bicentennial ($2.00 being equal to two hundred cents) and the bill was finally assigned as a Federal Reserve Note, with a new design on the back featuring John Trumbull's depiction of the drafting of the United States Declaration of Independence replacing the previous design of Monticello. It has remained a current denomination since then, although the vast majority of $2 bills in circulation today are from the 1976 series, with newer bills having been inserted into the money supply as needed.

Today, two-dollar bills are not frequently reissued in a new series like other denominations which are printed according to demand. When the Federal Reserve Banking System runs low on its current supply of $2 bills, it will submit an order to the Bureau of Engraving and Printing, which will then print more. Demand for $2 bills is low enough that one printing can last for many years.

Few cash registers accommodate it; if received in a transaction, it is put in the slot otherwise used for checks, or simply under the cash tray. Almost no vending machines accommodate it, but self-checkout lanes have been known to do so, even if unstated. Although they usually are not handed out arbitrarily, two-dollar bills can often be found at banks by request. Two-dollar bills are also appropriately given as change at the gift shop of Monticello, Thomas Jefferson's Virginia estate.

Two-dollar bills are delivered by Federal Reserve Banks in green straps of 100 bills ($200). They are often packaged in bundles (10 straps/1000 bills equaling $2000) for large shipments, like all other denominations of U.S. currency.

Perceived Rarity
The perceived rarity of a $2 bill can be attributed to its low printing numbers that sharply dropped beginning in the late 1950s when the $2 bill was a United States Note and recently the sporadic printings of still relatively low numbers as a Federal Reserve Note. Lack of public knowledge of the $2 bill further contributes to its perceived rarity. This perceived rarity can lead to a greater tendency to hoard any $2 bills encountered and thus decrease their circulation.

After United States currency was changed to its current size, the two-dollar bill, unlike other denominations, was only assigned to one class of currency, the United States Note. United States Notes had a legal statutory limit of $346,861,016. This was not a significant amount of money, even at the time. The bulk of this amount was assigned to the $5 United States Note. From 1929-1957 (from Series of 1928 to Series 1953), the $2 bill on average was printed in quantities of 50 million notes per series with only several variances to this number. From 1957 onwards, $2 bill production figures steadily decreased from 18 million notes in Series 1953A to just 3.2 million notes in its final printing, Series 1963A, which ended in 1966. By contrast, an average of 125 million per series of $5 United States Notes were printed from 1929-1957; the final Series 1963 printing of the $5 United States Note included 67.2 million notes.

When the current note was first issued in 1976, it was met with general curiosity seen as a collectible, not as a piece of regularly circulating currency, which the Treasury intended it to be. The main reason it failed to circulate was that businesses never really requested them as part of their normal operations to give back out in change. This failure is linked to the gradual disappearance of the former $2 United States Notes.

Supplies of the Series 1976 $2 bill were allowed to dwindle until August 1996 when another series finally began to be printed; this series, however, was only printed for the Federal Reserve Bank of Atlanta. Once again, in October 2003, the $2 bill was printed for only the Federal Reserve Bank of Minneapolis after supplies dwindled. A Series 2003A was also issued starting in 2006, with larger numbers and for multiple Federal Reserve Banks, due to an increase in demand for supplies of the note.

Today, there is a common misconception that the $2 bill is no longer in circulation. According to the Treasury, they "receive many letters asking why the $2 bill is no longer in circulation". In response, the Treasury states: "The $2 bill remains one of our circulating currency denominations. According to B.E.P. statistics, 590,720,000 Series 1976 $2 bills were printed and as of February 28, 1999, there was $1,166,091,458 worth of $2 bills in circulation worldwide." However, "in circulation" does not necessarily mean that the notes are actively circulated, only that this is the amount that hasn't been redeemed for shredding. The Treasury states that the best way for the $2 bill to circulate would be for businesses use them as they would any other denomination.

The most significant evidence of the $2 bill's reawakening would be that, in 2005 alone, 61 million $2 bills were printed by the U.S. Bureau of Engraving and Printing. This is more than twice the number of $2 bills that were printed annually between 1990 and 2001.

Many banks stocking $2 bills will not use them except upon specific request by the customer, and even then, may cause a delay with a trip to the vault. Another factor in the bill's rarity is the outright refusal of some commercial banks to reorder them at all.

Large Size Notes
(≈ 7.4218 x 3.125 in ≅ 189 x 79 mm)

 * July 1862: The first $2 bill was issued as a Legal Tender Note (United States Note) with a portrait of Alexander Hamilton; the portrait of Hamilton used was a profile view and is unlike the portrait used currently for the $10 bill.
 * 1869: The $2 United States Note was redesigned with the now familiar portrait of Thomas Jefferson to the left and a vignette of the United States Capitol in the center of the obverse. This note also featured green tinting on the top and left side of the obverse. Although this note is technically a United States Note, TREASURY NOTE appeared on it instead of UNITED STATES NOTE.
 * 1874: The Series of 1869 United States Note was revised. Changes on the obverse included removing the green tinting, adding a red floral design around WASHINGTON D.C., and changing the term TREASURY NOTE to UNITED STATES NOTE. The reverse was completely redesigned. This note was also issued as Series of 1875 and 1878.
 * 1880: The red floral design around WASHINGTON D.C. on the United States Note was removed. This note was also issued as Series of 1917.
 * 1886: The first $2 Silver Certificate with a portrait of United States Civil War General Winfield Scott Hancock on the left of the obverse was issued.
 * 1890: Two-dollar Treasury or "Coin Notes" were issued for government purchases of silver bullion from the silver mining industry. The reverse featured large wording of TWO in the center and a numeral 2 to the right surrounded by an ornate design that occupied almost the entire note.
 * 1891: A new $2 Silver Certificate was issued with a portrait of U.S. Treasury Secretary William Windom in the center of the obverse.
 * 1891: The reverse of the Series of 1890 Treasury Note was redesigned because the treasury felt that it was too "busy" which would make it too easy to counterfeit. More open space was incorporated into the new design.
 * 1896: The famous "Educational Series" Silver Certificate was issued. The entire obverse of the note was covered in artwork with an allegorical figure of science presenting steam and electricity to commerce and manufacture. The reverse of the note featured portraits of Robert Fulton and Samuel F. B. Morse surrounded by an ornate design that occupied almost the entire note.
 * 1899: The $2 Silver Certificate was redesigned with a small portrait of George Washington surrounded by allegorical figures representing agriculture and mechanics.
 * 1918: The only large-sized, Federal Reserve Note-like $2 bill was issued as a Federal Reserve Bank Note. Each note was an obligation of the issuing Federal Reserve Bank and could only be redeemed at the corresponding bank. The obverse of the note featured a border-less portrait of Thomas Jefferson to left and wording in the entire center. The reverse featured a World War I battleship.

Small Size Notes
 (6.14 × 2.61 in ≅ 156 × 66 mm)

 * 1929: When all U.S. currency was changed to its current size, the $2 bill was kept only as a United States Note. The obverse featured a cropped version of Thomas Jefferson's portrait that had been on previous $2 bills. The reverse featured Jefferson's home, the Monticello. The note's seal and serial numbers were red. The Series of 1928 $2 bill featured the treasury seal superimposed by the United States Note obligation to the left and a large gray TWO to the right.
 * 1953: The $2 bill received design changes analogous to the $5 United States Note. The treasury seal was made smaller and moved to the right side of the bill; it was superimposed over the gray word TWO. The United States Note obligation now became superimposed over a gray numeral 2. The reverse remained unchanged.
 * 1963: The final change to $2 United States Notes came in when the motto IN GOD WE TRUST was added to the reverse over the Monticello. And, because dollar bills were soon to no longer be redeemable in silver, WILL PAY TO THE BEARER ON DEMAND was removed from the obverse. These $2 bills were officially discontinued in August of 1966.
 * 1976: As part of the United States Bicentennial celebration, the note was redesigned and issued as a Federal Reserve Note. The obverse featured the same portrait of Jefferson, a green instead of red seal and serial numbers, and an engraved rendition of John Trumbull's The Declaration of Independence on the reverse. First day issues of the new bicentennial $2 bills could be taken to a post office and stamped with the date "APR 13 1976". In all, 590,720,000 notes from Series 1976 were printed. No other denominations were printed for that series.
 * 1996 and 1997: 153,600,000 bills were printed as Series 1995 for the Federal Reserve District of Atlanta.
 * 2004: 121,600,000 of the newest $2 bills, Series 2003, were printed for the Minneapolis Federal Reserve Bank. Both of these issues have the same design as the Series 1976 $2 bill.
 * July to September 2006: A new issue of Series 2003A $2 bills was printed for all 12 Federal Reserve Banks. In all, 220,800,000 notes were printed.
 * 2012: A new issue of Series 2009 $2 bills was printed for 7 of the 12 Federal Reserve Banks. In all, 134,400,000 notes were printed.
 * November 2013 to present: A new issue of Series 2013 $2 bills was printed for 3 of the 12 Federal Reserve Banks. The Federal Reserve has indicated that it plans to issue 32,000,000 $2 bills annually for the foreseeable future.

There are currently no plans to redesign the $2 bill.

Most Current $2 bills Are Not Collectible
Current $2 bills, which are Federal Reserve Notes, are not commonly encountered in circulation but are too common to hold additional value. All small-sized $2 United States Notes with a red seal and older large size notes are obsolete and are collectibles. The only $2 Federal Reserve Notes that are collectibles are special products consisting of notes not put into circulation and are sold through the B.E.P; also, Series 1976 $2 bills with a canceled stamp are collectibles.

In addition, current United States currency, regardless of its denomination, can be considered collectible if:

 * There is an interesting pattern in the serial number
 * There is a star in the serial number (Star note)
 * The bill were to have some sort of an error, such as an ink spill, missing the third printing (which includes the serial number and the seal), improper cutting, mismatched numbers, etc.

Premium Products
In recent years, the Bureau of Engraving and Printing has sold a variety of two-dollar bill products. All of these $2 bill products have been made up of special issues of star notes.

Some of these products have been based on extremely limited printings of the $2 bill that also, unlike regular circulation issues, were printed for all 12 Federal Reserve Districts instead of just one. However, there is no real significance of these $2 bills having all 12 Federal Reserve Banks' features printed on them as they were never released to any Federal Reserve Bank. In celebration of the new millennium, the B.E.P. printed 9,999 Series 1995 $2 bills that began with a "2000" in the serial number (e.g. K20000886*) for each Federal Reserve District. In 2005, 16,000 $2 bills from each of the 12 Federal Reserve Districts were sold and had a low serial (i.e. L00000001* through L00016000*). Premium Federal Reserve Sets were also sold for both of these series and consisted of $2 bills from all 12 Federal Reserve Banks with matching serial numbers.

Another product sold by the B.E.P. was the "$2 Evolutions" Set. Ironically, "Evolutions" sets sold by the B.E.P. showcase new designs recently introduced, but the $2 hasn't had any modern design changes. The set instead consists of a regular circulation issue Series 2003 $2 bill and a star note with a matching low serial number.

Another item for sale by the B.E.P. is the "$2 Independence Note". It is simply a star note from Series 1995.

Most of these premium products all sold out quickly after they went on sale to the public, but the Series 1995 Independence Note is still offered for sale by the B.E.P.

Uncut Currency Sheets
Uncut currency sheets are also available from the Bureau of Engraving and Printing. Some of the recent $2 uncut sheets from Series 1995 and Series 2003 have indeed been collectibles as they come from special non-circulation printings. Most of the Series 1995 $2 uncut sheets had a higher suffix letter in the serial number than regular circulation $2 bills. Uncut $2 sheets from Series 2003 were printed for the Boston (A), Atlanta (F), Chicago (G), Minneapolis (I), and Dallas (K) Federal Reserve Districts despite the fact that notes from the Minneapolis district were the only ones released for circulation. All two dollar bills are now printed in the BEP facility in Fort Worth, Texas.

Uncut sheets of $2 bills are available in various sizes. A 32-subject sheet, which is the original size sheet that the notes are printed on, is available. Other sheet sizes available have been cut from the original 32-subject sheet. These include half (16-note), quarter (8-note), and eighth (4-note) sheets for $2 bills. All these uncut sheets cost more than their respective face values.

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

title: United States currency/$2 bill


text:
User:Eroife

Hello friends My name is Fioravante and my nickname is Fiore I live in the city of Sorocaba, State of São Paulo, Brazil. I have 65 years of age and I like of Philosophy, Mythology, Religion and Sciences. I wait that together we get to learn a little more on those subjects. As my English is very bad, I apologize for writing mistakes.

title: User:Eroife


text:
User talk:Eroife

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 04:36, 23 January 2008 (UTC)

title: User talk:Eroife


text:
Comparative law and justice/India

Part of the Comparative law and justice Wikiversity Project Kenia 19:15, 11 February 2010 (UTC)

Basic Information
India is a federation of twenty-eight states, eight union territories, and one national capital territory, with populations ranging from 406,000 (Sikkim) to 190 million (Uttar Pradesh). Ten of the states each have more than 40 million people, making them country-like in significance. There are eighteen official Scheduled Languages, clearly defined since the reorganization of states along linguistic lines in the 1950s and 1960s. Social structures within the states vary considerably, and encompass a great deal of cultural diversity.

Brief History
The Indus Valley civilization is one of the world's oldest. It flourished during the 3rd and 2nd millennia B.C. and extended into northwestern India.The British Indian army played an important role in both world wars. The non-violent movement against british rule, led by Mohandas Gandhi and Jawaharlal Nehru, eventually brought about independence in 1947. The two states India and Pakistan resulted from the violence that led subcontinents bloody partition. The two countries have fought four wars since independence. First war is fought in 1947, second in 1965 and third war in 1971 and last & major war fought in 1999. Wars of 1971 between India-Pakistan resulted in the separate nation Bangladesh. "Despite pressing problems such as significant overpopulation, environmental degradation, extensive poverty, and widespread corruption, rapid economic development is fueling India's rise on the world stage".

Economic Development, Health, and Education
"India is developing into an open-market economy.Economic liberalization, including reduced controls on foreign trade and investment, began in the early 1990s and has served to accelerate the country's growth, which has averaged more than 7% per year since 1997." India also has expanded their large educated English speaking population in order to increase and become a major exporter of information technology services and software workers. Due to an industrial slowdown in early 2008, it then led to a global financial crisis and the annual GDP growth to slow down to 6.1% in 2009. although India managed to escape the financial crisis because of cautious banking policies and a relatively low dependence on exports for growth. india is still the second highest growth in the world among major economies.

In 2005, India had a GDP of 3.2% the country ranked 140 compared to the world.School life expectancy (primary to tertiary education)is a total of ten years, for males its 11 years and as for females it 9 years. .

Governance
The head of government is Prime Minister Narendra Modi the chief of state is President Draupadi Murmu and vice president President Jagdeep Dhankhar. The government type is the Federal Republic, the constitution is on January 26, 1950, and was amended many times.

Electoral
President elected by an electoral college consisting of elected members of both houses of Parliament and the legislatures of the states for a five-year term (no term limits); election last held in July 2007 (next to be held in July 2012) The participation of state and territory assemblies in the election is designed to ensure that the president is chosen to head the nation and not merely the majority party in Parliament, thereby placing the office above politics and making the incumbent a symbol of national unity.

Judicial Review
One chief justice and 25 associate justices are appointed by the president. They remain in office until they reach the age of 65 or are removed for "proved misbehavior". According to the English common law judicial review of legislative acts accepts compulsory jurisdiction with reservation. Also, separate personal law codes apply to Muslims, Christians, and Hindus. . Judicial review in India comprises of three aspects, judicial review of legislative action, judicial review of judicial decisions and judicial review of administrative action.

Punishment
The penalties range from, death sentence, life imprisonment, imprisonment, forfeiture of property, and fines. A person under the age of 21 may be released on probation, under the circumstances in which they are convicted of an offense punishable with a fine or with imprisonment for 7 years or less. Probation with and without supervision is primarily community-based treatment. Punishment takes the primary community-based treatment. Punishment takes the form of a term of imprisonment of fine or some combination of both. "Death sentence can be imposed for murder and for specified offenses against the murder and for specified offenses against the state which include waging the government of India, attempting or abetting war or mutiny. Execution is by hanging, inquiries indicate that in Tamil Nadu, two to three persons are hanged each year.

Legal Personnel
The union government, as India's central government, is known, is divided into three distinct but interrelated branches: legislative, executive, and judicial. The India constitution leads on from the western legal traditions as well as the principles of liberal democracy. Parliament consists of a bicameral legislature. Among its constitutional powers are approval and removal of members of the Council of Ministers, amendment of the constitution, approval of central government finances, and delimitation of state and union territory boundaries.The president has a specific authority with respect to the function of the legislative branch. The President is to come together with Parliament and must agree to all parliamentary bills before they become law.

Law Enforcement
The Indian Police is comprised of forces in the States. Each State has its own force headed by a Director-General of Police (DGP) who is equivalent in rank to his counterpart in the Union Government forces. The state of Madhya Pradesh, which is the largest state in terms of area (443,447 square kilometers) has 1,101 Police Stations; A medium-sized State such as Tamil Nadu, with an area of 130,058 square kilometers, has 1,090 police stations. Madhya Pradesh has a police force strength of 86,345, including 1,060 female police, Tamil Nadu, with a population of 55 million, has a force strength of about 70,000, which includes 1,275 female police personnel .This is showing that the population is not so much of an impact but they go by the sizes of the state, and this will determine the law enforcement needed in the area. Also, India's type of police structure is Multiple Coordinated and Decentralized.

Crime Rates and Public Opinion
The common crimes that are typical are counterfeiting, forgery Conspiracy, fraud Conspiracy, crimes against life and health, Crimes against life and health attempt, crimes involving the use of weapons/explosives illegal possession, fraud, vandalism, kidnapping, organized crime/transnational crime, terrorism, thefts.

Family Law
Children born within the territory of India, regardless of the nationality of their parents, may attain Indian citizenship. The law recognizes only Indian citizenship, which means unless the citizenship is actively applied for, the Indian government does not consider the child a citizen of India. The person has the right to return to India upon reaching the age of 18 and applying for Indian citizenship. Also Indian citizenship may be acquired upon fulfillment of the following conditions: Person has resided in the country for the last five years and has renounced previous citizenship. ."Considering what will be for the welfare of the minor, the Courts shall have regard to the age, sex and religion of the minor, the character and capacity of the proposed guardian and his nearness of kin to the minor, the wishes, if any, of a deceased parent, and any existing or previous relations of the proposed guardian with the minor or his property.In the early years of independent India, the Indian judiciary faced severe problems in the execution of law pertaining to children. This was due to a crippling lack of child-care infrastructure, lack of a separate judicial process for children and also due to multiple laws governing children that differed across States and religions" Sex between a man and married women without her husband's consent; man subject to up to 5 years in jail, but not a woman. The minimum marriage age without consent for males is 21. Minimum marriage age without consent for women is 18, and the average is 20-21. The adoptions in India is 50-400.

Human Rights and Social Inequality
Under Indian laws, soldiers are provided to operate in government-designated disturbed areas, and the authority to use lethal force against any person that violates law or orders as well as to destroy property, enter and search premises without warrant and arrest in the interest of maintenance of public order. Soldiers are also protected from any legal proceedings unless it is sanctioned by the central government."As a result, these laws have provided impunity for perpetrators of grave human rights violations, including extrajudicial executions, enforced disappearances, rape, and torture. Amnesty International and other human rights organizations have previously found patterns of widespread violations in areas where these laws are in force"

title: Comparative law and justice/India


text:
Portal talk:Alternative medicine

'Herbal Remedy, Hawthorn Extract, Can Help The Heart, Review Finds' sorta interesting. --Remi 07:31, 23 January 2008 (UTC)

deletion log for altmed
in the restored comment - no = now --Remi 20:42, 6 February 2008 (UTC)

school vs. department
Does Alternative medicine need to be a school. Should it maybe be a department providing courses ad modules instead? Go raibh mile maith agaibh 23:14, 22 June 2008 (UTC)

Manuka Honey Kills Resistant Superbug Bacteria that Antibiotics Can't
http://www.naturalnews.com/023670.html Emesee 06:32, 22 July 2008 (UTC)

title: Portal talk:Alternative medicine


text:
Template:Сирак

Orphan

title: Template:Сирак


text:
Template:Message

The named parameters accept the same values as the HTML "style" attribute properties with the same names.

Parameters:
 * font-size: http://www.w3.org/TR/CSS21/fonts.html#font-size-props
 * text-align: http://www.w3.org/TR/CSS21/text.html#alignment-prop
 * bgcolor: (background-color) http://www.w3.org/TR/CSS21/colors.html#background (see also: Named colors)
 * width: http://www.w3.org/TR/CSS21/visudet.html#the-width-property

The image parameter accepts the file name of an image.

title: Template:Message


text: Assistant teacher program/Forum

title: Assistant teacher program/Forum


text:
User talk:Glupav

 Monday 29 July UTC

glupl@nd
this? Red Link City

language and context
Hello. Template:Сирак does not seem to be in English, at least the title. If you were to translate and rename the template and the content of the template into English so that it gives context to others who look at here at the English Wikiversity, it would be appreciated. If it was intended for those of another language in a context that would not be beneficial to the English Wikiversity then please utilize Beta Wikiversity or another appropriate wiki in the appropriate language. Please let me know if I can be of any assistance. Thanks! --Remi 13:33, 23 January 2008 (UTC)

blanking user pages
Helo, today you made some edits (e.g. blanking user pages), wher ethe sense is not quite clear. These were restored again. Could you explain what you had in mind, since no comment was left while editing. You can at any time make test edits at Sandbox, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 16:32, 23 January 2008 (UTC)
 * Please do not blank pages otherwise people might take back the Assume Good Faith principle. Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 16:35, 23 January 2008 (UTC)

THE REAL REASON
I want a domain for my country Македонија. Thats the only reason!?? No one contacted me how to do that!??

ANYONE!??
 * Iassu, with new domain, I guess you mean a new WV ? You can find more info about that on beta.
 * To have a new Wikiversity site, you need ten active participants for the project. Then you can request (at meta) for a new language domain to be set up.
 * BTW: Do you know that there is recently opened a Greek Wikiversity ? Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 16:44, 23 January 2008 (UTC)
 * about your mail: you are welcome, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 21:47, 23 January 2008 (UTC)

Бета
Wikipedia Vision (Beta) Верзија

title: User talk:Glupav


text:
User:Tzie

Hello! I'm new to Wikiversity. I'm interested in learning philosophy, maths and physics primarily, but I'd also like to learn a bit about music, languages, computer science and literature. Plus whatever else catches my interest. My formal education doesn't extend far: A levels in maths, chemistry and physics; so I'll probably be doing more learning than teaching here.

title: User:Tzie


text:
User:Gakuro

Entered through the main door on January 23, 2008. Glad to have arrived!

title: User:Gakuro


text:
User:IuseRosary~enwikiversity

Hello,

My name is Rupert, the Rosary

I am on simple english Wikipedia. Simple me up.

title: User:IuseRosary~enwikiversity


text: Template:Atp/navigation

title: Template:Atp/navigation


text:
Template:Wmdgs-simplesurveyquestion-5

This template creates a survey question, allowing for 5 answers (such as rating 1 through 5). The image in the response box will be the same for each answer.

Usage
First, copy the text above and add it to the template page, then fill in as follows:
 * question = enter the question as you want it to appear on the template
 * topic link = this defines what page the " (discuss) " link will lead to. It automatically adds " [[Wikimedian Demographics/ " to the beginning of the link.
 * Image = add the filename of the image you'd like to use, not including the "Image:" prefix. The template automatically sets the size.
 * response 1 = this is what you want the first valid response to be (for example, just enter a "y" if it's a yes or no question)
 * showtext 1 = this will show the text. For example, " likes dogs" (the  will be translated by the template to show the user's name).
 * category 1 = Add the name of the category (without the survey prefix) that you want the template to add. For example "Likes dogs" will add WMDGS/Likes dogs

Now do the same for response 2, adding the appropriate text and category.

You can use this template repeatedly on the same page to make a set of questions and responses in order to create a complete template. When you've added all the questions, cut and paste the questions to the bottom within "pre" tags.

title: Template:Wmdgs-simplesurveyquestion-5


text:
Template talk:Wmdgs-simplesurveyquestion-5

 * template working =


text: User:Cormaggio/Survey responses

title: User:Cormaggio/Survey responses


text:
Assistant teacher program/Forum/Employing assistant teachers in the same grade

Advantages
Assistant teachers employed in the same grade can increase the motivation effect for their peers to want the same qualification and the subject matter is more demanding and can constitute a more interesting intellectual challenge for the assistant teachers.

Disadvantages
Peers in the same grade may show much less respect for the office of an assistant teacher and the assistant teachers may be much more motivated to disregard their office among their peers.

Employing assistant teachers in the same grade
Teaching students in the same grade as the assistant appears to be more challenging than teaching pupils who are several years younger than the assistant. One could subsequently allow assistant teachers to teach in their own grade as a next step in qualification, after success with younger pupils. A mixed age group of assistant teachers from different grades could provide mutual support if working in tandem, to hande older or difficult pupils with authority issues. Employing assistant teachers from the outset in their own grades is not recommended because the inexperienced assistants will have a dual challenge of dealing with content, and facing peers with whom they have undoubtedly developed relationships outside the setting. Assistant teachers as peers may create a situation that is even more difficult instead of easier to control. There are exceptions: the student director of an orchestra or band has, by virtue of the title the post carries, the authority to direct peers. The same can be said for the leadership training given to athletes in key roles, such as quarterback. These assistant teachers could be successful in working even in situations where they are younger than the pupils. They've already gained the necessary experience in group management.


text:
User:Baadshah~enwikiversity

Ashutosh Yadav technologically known as Baadshah. I study in LITTLE FLOWER SCHOOL. I m in Xth Class.

title: User:Baadshah~enwikiversity


text:
Talk:Second Life/Second Life Architectural Building Tutorial

The format of this used to all be in html lists but when I copyed it over it lost all the formating. I started manualy formating it but got frustrated. now i am looking for a tool to convert html list into wiki lists. Any ideas? Crowe 12:54, 23 January 2008 (UTC)
 * Perhaps that may help: User:Jtneill/Wikiversity, Erkan Yilmaz uses the Chat (try) 15:47, 29 March 2010 (UTC)


text:
Template:Wmdgs-commons-survey1

Usage:

Wikimedia Commons

 * Add more questions using the template below:

title: Template:Wmdgs-commons-survey1


text:
Assistant teacher course/Preparing and holding a lesson

—Democracy and Education, John Dewey

Preparing a lesson
While "preparing a lesson" is not an answer to the question in the above quotation it is an opportunity for creative group work, which can help to promote a spirit of community and a common purpose for the assistant teachers. Creative group work can have a positive impact on the learning motivation of the assistant teachers and on the resulting learning experience for their pupils, thus addressing a problem implied by the question.

A recommended handout is the first chapter of 700 Science Experiments for Everyone. The experiments from the Wikieducator collection "Biology in elementary schools" or lesson plans from TeachUNICEF can be used as examples for lesson plans. The pupils can go further and decide on roles for individual assistant teachers during the lesson. To stimulate the imagination of the participants for the following exercise the experiments shouldn't be too difficult, so the participants can focus on being creative and the experiments should allow to easily create a lesson with the potential to be entertaining for the audience. Entertaining topics (experiments) make this part of the task artificially easy here.

The participants may need basic advice on what assumptions can be made and how a lesson plan should be written during the following group work. At least one instructor should walk from group to group and offer advice. The instructor should only give advice on request, the participants are meant to be creative.

The participants haven't trained properly how to prepare a lesson but they have developed some ideas of their own about what can be done to prepare a lesson. The more important ideas should be presented by a representative of each group. The participants should be given a few minutes to select representatives and to nominate their best ideas.

The lesson plans should be gathered although the main benefit here was the experience and the presentation of "best practices". The lesson plans may be useful for the book project later on.

...

Holding a lesson
For this unit an instructor should have read the teachers' handbook. The first step is to allow the pupils to phrase their own ideas again. The ideas should be more extensive and sophisticated as in the "Reinventing the wheel" phase.

In the following discussion the instructor can introduce some ideas from the teachers' handbook.

Assistant teachers should try to develop their own ideas for classroom management. To raise the hand is an ambiguous signal, especially when assistant teachers are involved. What signals should be distinguished and how? The participants should produce ideas, the instructor can help along when necessary.
 * For example:
 * An urgent request: Get up and raise hand
 * Reply to question: Raise hand with raised finger
 * Question of understanding: Raise hand with all fingers (the "highest priority")
 * Comment on the same topic: Raise hand with two fingers
 * Different topic: Raise hand with one finger and thumb out
 * Request help from assistant: Face assistant, raise hand at face level

What other signals may be important? The participants can also use colored cards as an alternative. When the group has decided on a system the system should be tried out in a classroom situation. The topic of the classroom situation can be the use of different signals when raising the hand, which allows to refine the system while testing it.

The participants are likely to develop a system too complex for application that needs to be revised and simplified, which is convenient because the assistant teachers will only know a revised and simplified system from their own experience, which means they can be creative in this task.

Literature

 * Big Book of Fun Science Experiments (Wikijunior, Wikibooks)


text:
User:Abymittal

Abhay Mittal

Age: 20

Gender: Male

Astrological Sign: Aquarius

Zodiac Year: Rabbit

Location: chandigarh : India

About Me '''pursuing my undergraduate course from sdcc, chandigarh'

Interests debates,decs,article writing ( politically critical articles; an exclusive section for my editorials at http://iasportal.blogspot.com

a CJ with india's largest and most logged on news portal www.merinews.com

Favorite Movies GANGAAJAL LAKSHYA NAYAK OM JAI JAGADISH RDB(loose control) YUVA

Favorite Music urban folk punjabi pop hindi romantic instigating music--nuthing which is peppy-- like RDB--which rocked the entire nation

Favorite Books "ON GLOBALISATION - GEORGE SOROS" "THE DA VINCI CODE-DAN BROWN" "THE INHERITANCE OF LOSS-KIRAN DESAI" "THE WORLD IS FLAT-THOMAS FRIEDMAN"

Blogs-- www.abhaymittal.blogspot.com www.iasportal.blogspot.com   team members-- teluguinfo ,sreevalli andSharath

title: User:Abymittal


text:
Assistant teacher course/Soft skills

Teamwork
It may be interesting to discuss why respecting is listed as a skill and not as an attitude. An attitude is more passive but a skill is something active. One can have a respectful attitude but to respect the position of other members in a team one may have to actively analyze the perspective of the other person. Actively understanding and respecting other positions is the skill that is meant here. The foundation for this skill is metacognition.

Taking the view of another person can be trained by defending the opposition's views in a dispute. Groups of pupils can try to find opposing views where two candidates are willing to argue for opposing sides. The disputants should prepare their arguments in order to be able to exchange their views at a sign and continue a discussion arguing for the other side.

The learning effect here is to understand both sides of the dispute thoroughly, as if they were your own view. Another learning effect, actually abandoning your own position for a while, is not very distinct because the participants are not likely to defend a position they really see as important in this dispute.

Admitting mistakes
To visualize the problem an instructor could hold a short lecture that ended in increasingly chaotic argumentation to defend logical mistakes in the lecture. The instructor should explain that his presentation was an appeal to ridicule but the conclusion the pupils were meant to draw was still correct.

Questioning your own ideas
Willingness to question your own ideas is required for teamwork and may be a precondition to be able to admit a mistake. In order to be able to question his own ideas somebody must be able to reflect on his own thinking, so this section revisits the topic of metacognition.

The request to consider an idea can be
 * slightly annoying : "Are you sure?" can be annoying and prompt a stereotypical expression.
 * condescending : "You might want to reconsider that." can easily appear condescending: I know your mistake and you need to think. A friendly tone may seem important to avoid the problem.
 * insecure / disinterested : "Do you know that or are you just guessing?" doesn't request information and can give the impression that the inquirer is insecure and not interested in the details of the reasoning that led to an assessment.

"How did you arrive at that assessment?" may seem a good choice. The inquirer demands an explanation and can analyze the reasoning further. Clever questioning can make the other person reveal an illogical step in his own reasoning himself or make the other person answer his own question. (See also: socratic questioning)

Asking somebody to reconsider an idea is not the same as reminding yourself to reconsider your own ideas. How can the assistant teachers learn to remind themselves? (This is also related to self-management, which is a later topic.)

...

Mediation
Mediation may occasionally be required, for instance when a definitive answer cannot be given because disputants lack knowledge of a topic or understanding for the topic.

...

title: Assistant teacher course/Soft skills


text:
User:AtHomeDad

AtHomeDad I'm a former software developer with experience in C++, ORACLE PLSQL, and Software Process Improvement/Software Quality Engineering. Much more rewarding is my current role of stay-at-home-dad. I am homeschooling my profoundly gifted daughter who was born in October of 2002. I look to Wikiversity (or its possible offshoots) to provide academic challenges for students like her.

title: User:AtHomeDad


text:
User talk:Avte~enwikiversity

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 16:39, 23 January 2008 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:28, 17 March 2015 (UTC)

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

title: User talk:Avte~enwikiversity


text:
User talk:Siytha

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 16:39, 23 January 2008 (UTC)

title: User talk:Siytha


text:
User talk:AtHomeDad

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --mikeu talk 16:51, 23 January 2008 (UTC)

Good to have you here
Hi there, just saw your userpage (pretty much as a result of your username), and I just thought I'd say "good on" what you're doing. We actually have a page on Homeschooling (we had two homeschoolers as regulars on our IRC channel) but I wonder of how much use Wikiversity is to someone in your position. Perhaps you can help us improve on this account by documenting how it does/doesn't work, changing bits that you can, and raising those you can't with others in the community. That would be most useful. :-) Cormaggio talk 01:15, 24 January 2008 (UTC)
 * To clearly state my vision: I want to see this site become a sort of free http://www.k12.com/ available to the world. There is plenty of great content out there, but it needs a central hub and consistent format.--AtHomeDad 03:30, 28 January 2008 (UTC)

Pre-tertiary portal
Do you think Wikiversity should have a single "Pre-tertiary portal" or several options as suggested at Template:Main Page navigation? --JWSchmidt 23:10, 27 January 2008 (UTC)
 * I don't really understand the tradeoffs/advantages of a single portal vs. the navigation. I do like the options at the main navigation page.  I could see a benefit of discussion and to-do at the pre-tertiary level (man, that name has to go - I have a couple other ideas: wikicyberschool, wikivirtualacademy, but wikiprep is short and sweet.)  I have loads of ideas about who could provide/reformat content.  Are you the central contact in this decentralized effort?  I think a request from an admin might have more weight than coming from me.  Shall I just post my suggested contact sites here? --AtHomeDad 03:30, 28 January 2008 (UTC)
 * I think most people here are oriented around college-level learning. We could start with one portal that would be friendly for "pre-tertiary" stuff, but I have a hunch that we need several different portals that emphasize various age groups and learning approaches. We have Outreach as a starting point for making plans about outreach.....like many things around here nobody has gotten too serious about it. There really is not any central structure here....we are all volunteers. If you see something that needs to be done, jump in and get it started. --JWSchmidt 04:37, 28 January 2008 (UTC)

title: User talk:AtHomeDad


text:
Vital Ideation

Vital Ideation (for your everyday life) is a course designed, run and taken by the students of Olin College of Engineering in Needham, MA. Vital Ideation focused on viewing the world through different "lenses" which could influence design and ideation.

Looking Back
Ultimately, we consider the Spring 2008 offering of Vital Ideation a tremendous success. It was a great first step towards formalized student organized courses at Olin, running in parallel with another course, How Stuff Works. Here are some thoughts that we've had on different aspects of the course.

Outside Speakers
One of the key elements that made the course so successful was the outside speakers. Initially, we were worried that we would not be able to get enough interest for people to come speak with us. Fortunately, we found that this was not the case-- and not only that, but the lectures were extremely interesting, and each of our speakers was enthusiastic, knowledgeable, and happy to speak with us. For those considering student run courses in the future, we strongly recommend having guest speakers come in. Keep in mind that this should be done as far in advance as possible. For our course in February through early May, we organized all speaker arrangements in late December and January.

Student Non-Participation
Several students dropped Vital Ideation during the semester, citing other work and inability to attend lectures and discussions as reasons. Many students did not blog regularly, and completed a large chunk of their blog posts in the last few days of the course. The lesson from all of this is that in future student-run courses, it's important to establish checkpoints early and often.

Student-run courses to a lesser and lesser degree suffer from being viewed as illegitimate by the school, but students still tend to view them warily-- and with good reason. Seeing someone a year younger than you try to organize a course that you're taking is far different from our usual PhD'd, MIT'd profs. For this reason, it's important for whoever is organizing the course to be on top of things early, confident in the direction of the course, and ready and able to tell others students that the endeavor is a course and should be treated as such.

Advisors
That segues nicely into advisors. It is extremely important to get an adviser who is interesting in the course and able to contribute. We were fortunate to have Lucy Dunne, a visiting faculty member, advise us. She came to almost every lunch lecture, and kept us on track at the end of the course. Our tremendous thanks to her!

In Conclusion
Organizing a student course is extremely possible. Not only is it educational in and out of the classes themselves, but it's rewarding to see the fruit of your work materialize in a learning experience for you and other students. So go talk to all those people you want to speak at your course, get a great advisor, and make sure students are on track to make some awesome work.

Best of luck!

Expectations
Vital Ideation is a one-credit student organized course that will run during the spring 2008 semester. It will focus on viewing the world through a series of lenses, conveyed by outside speakers, that will inspire ideation in different directions. All students will be expected to attend all guest lectures, come to the weekly discussion and brainstorms, and carry an ideation notebook with them throughout the semester.

As a one-credit course, each student should work three hours per week on average. There will be, each week, a one-hour lecture, a one-hour discussion time, and an hour of personal ideation and blogging. The final deliverables for the course include your design notebook or excerpts from it, as well as a series of blog posts on each of the topics discussed. The blog will be kept at the Vital Ideation blog.

So here's the 30 second summary of what you need to do for VI and when:
 * All the time:
 * Carry a design notebook, and write in it with thoughts and ideas (especially those related to the week's unit)
 * Weekly:
 * Listen to our guest lectures, or talks on similar material online
 * Discuss the theme and brainstorm ways to use it in design with other people
 * Reflect on the unit and your thoughts and designs stemming from it in your blog.
 * By the end of the semester:
 * Organize and present highlights from your design notebook
 * Write a final reflection of the course and how it has made you think about your personal design philosophies.

Competencies Covered
Olin College employs a competency system. The following competencies were addressed by the Vital Ideation course:

 * Life Long Learning
 * Context
 * Design
 * Diagnosis

What is a "Lens"?
We've said a few times now that Vital Ideation is about viewing the world through lenses. Just what exactly is a lens? We consider it a way of seeing the world; or, more specifically, it is a way of filtering the world. It is a way of seeing components, it is a way of focusing. Our lenses allow us to focus our ideation to a specific manner, to a specific set of ideas.

Lenses are not brainstorming techniques. When someone designs something by looking at "designing for fun" or biomimicry (two lenses covered in the course), it is more than likely apparent what they focused on. When they explain the design, it is easy to see how their focus led to their design. However, with brainstorming techniques, the result is rarely connected to the technique is a significant way. Using bi-association, post-it notes, and personal stories to inspire design will lead to more ideas than those related to post-its and stories.

Participants
The following students from Olin College took Vital Ideation, posted on the blog, and maintain a presence on Wikiversity.

 * Greg Marra (Olin College)
 * Erik "Danger" Kennedy (Olin College)
 * Lauren Glanville (Olin College)
 * Evan Morikawa (Olin College)
 * Ellen Chisa (Olin College)
 * Philip Chung (Olin College)
 * Hari Iyer (Olin College)
 * Alyshia Olsen (Olin College)
 * Mel "who graduated?" Chua (for the first few weeks, at least - we shall see how my schedule holds)
 * Marco Morales (Olin College)

Meetings
Our meeting times will be

 * Thursdays from 7 to 8 pm: group meeting for discussion and/or brainstorming
 * Tuesday and Thursdays from 12 to 1 pm: this time is reserved for potential guest lecturers

Speakers

 * Matt Jadud is a visiting professor at Olin College in electrical engineering and computer science. His interests include robotics, concurrent programming, human factors, and software design.  We at VI will at some point attempt to establish a Matt Jadud Professor of Computer Science chair and award it to him, despite the fact that this stuff is usually done posthumously.
 * Steven K. Gold is a part-time entrepreneurship professor at Olin College. He is a serial entrepreneur and author of "Entrepreneur's Notebook: Practical Advice for Starting a New Business Venture".
 * Nina Fefferman is an epidemiologist from Rutgers noted for studying the outbreak of the World of Warcraft "Corrupted blood" virus, a software bug that had virus like effects in an online game world, and how reactions to mimic real life.
 * Brian Bingham is a professor of Mechanical Engineering at Olin College.
 * Barry Kudrowitz to some degree defies classification. He is a PhD candidate at MIT, but also a professor there, a toy designer, writer, musician, and world-ranked slam poet.  He knows a thing or two about having fun, and we plan on holding him hostage until he tell us all of it.
 * Ellen Thompson is Education & Program Director at the [Boston Children's Museum].
 * Richard Miller is the President of Olin College, a leading thinker on the future of engineering education, and a pigeon-racing enthusiast.
 * Ian Dapot is a designer at a local branch of an renowned international design firm.
 * Diana Dabby is an electrical engineering and music composition professor at Olin College. Before coming to Olin, she taught simultaneously at MIT and Julliard, and is known for her work in combining music composition with chaos mathematics.

Units
Here are each of the units for Vital Ideation. We suggest that each speaker talk on the bullets given, but the actual form of the talk and in-depth content is completely up to them.

Everyday Ideation

 * carrying a design notebook
 * looking at the world from the perspective of design
 * a brief history of design
 * who designs, what they design, why they design it
 * a general background of design as it currently stands as a field

Sticky Ideas

 * based on Made to Stick by Chip and Dan Heath
 * some ideas travel faster and farther than others; this week is an investigation of why
 * trying to make the things around us sticky
 * how do we make important things, ie. safety, public events, etc. sticky?
 * what is sticky now?
 * what things are difficult to make sticky?

Advertising

 * design that inspires us to give people our money says something; this week investigates that aspect
 * what are people attracted to in advertising?
 * how can we apply advertising to daily life, ie. group projects to business ventures
 * what are some of the best advertisements out there currently?
 * suggested resource at Word of Mouth Marketing Association

Biomimicry

 * we can learn a lot from looking at animals and plants and the way they interact; how do we apply this to design?
 * how does one generalize the behaviors of organisms into behaviors for devices?

Ecomimicry

 * we can learn a lot from looking at systems in the natural world; how can we apply this to design?
 * this week would be a study of everything from how the natural world recovers from disasters, how each biome maintains a balance, how evolution and “survival of the fittest” can be applied to design
 * epidemiology and design: the World of Warcraft “virus”
 * weather
 * translating natural distributed systems into useful design

Universal Iconography

 * 2-week unit
 * some things, from stop lights to the Coca-Cola logo, are recognized almost the entire world over; what are these things?
 * what symbols can people identify with immediately?
 * how do colors and shapes effect the way people think and feel about things
 * what makes a universal icon?
 * what is universal?

Modular Design

 * 2-week unit
 * many designed things can be broken down into compartments, individually analyzable
 * this is ECS 2.0, but from a design perspective
 * what things use compartments or “modular design,” and what similarities can be drawn between them?
 * how do modules function as a whole
 * how do we incorporate ECS ideas such as feedback, effort & flow, and compartments into design?

Design for Fun

 * 2-week unit
 * how can things be made fun?
 * what is fun?
 * how can a focus on fun be used to improve design?
 * since “fun” is an alternative for “payment,” making design fun is often profitable
 * the psychology of fun

Design for the Next Guy

 * 2-week unit
 * some things are designed so that the next person has the opportunity to modify them at will; in other words, some design in recyclable
 * the Stata center at MIT was designed so that the rooms were somewhat modular; they could serve either as a lab, a lecture room, an office, etc
 * Olin College was designed so that it could host a variety of types of engineering education, testing them for the rest of the nation
 * what are other things that are designed for ease of future designers?
 * what is easily customizable and prepared for future innovation?

Radically Interdisciplinary Design

 * combining radically different disciplines into one result
 * Diana Dabby has developed a method of music composition based on chaos mathematics
 * what other design uses ideas from extremely different disciplines?

title: Vital Ideation


text:
User:Greg marra

Greg Marra is a member of the class of 2010 at the Franklin W. Olin College of Engineering.

Endeavors
Greg has designed or participated in the following courses:
 * Spring 2008: Vital Ideation.
 * Fall 2008: Arbitrary Hour.

title: User:Greg marra


text:
User talk:Greg marra

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 18:09, 23 January 2008 (UTC)

recent Olin courses
Hello Greg! Do these have an ongoing space on the Olin wiki? –SJ + > 23:20, 10 July 2011 (UTC)

title: User talk:Greg marra


text:
Talk:School of Mathematics Help Desk

Brushing up/learning more
I'm very interested in not only brushing up, but learning as well. I have not done any mathematics for quite some time, over 4 years, and the highest course I took was College Algebra. Where do you suggest I start? By the way, this is my first experience in Wikiversity, so please forgive me if this is not the correct place to ask such a question. Thank you, Rogerh 19:23, 23 January 2008 (UTC)

 * Hello Roger, well that certainly depends on e.g. what you still remember and what you liked in maths. One way could be - without knowing much of your situation/preferences - that you look around (e.g. at the School_of_Mathematics) and dig deeper. It also could help, if you talk to some of the participants there. And if you miss something you can optimize the content, we are a wiki. Erkan Yilmaz ( Wikiversity:Chat,  wiki blog ) 19:43, 23 January 2008 (UTC)

 * If you're like me, you'll like to solve story problems more than purely abstract math problems. For example, here's one to help you brush up on algebra:

 * "When Phil was 13 years old, Jill was five times as old as Bill. When Phil was twice as old as Bill, Jill was 19. The total of their three ages now is 100 years. How old is each now ?" StuRat 14:10, 24 January 2008 (UTC)

The answer is that Phil is 38 Jill is 35 and Bill is 27 Ricky Di Don (discuss • contribs) 21:03, 16 October 2016 (UTC)

Just want to ask a question
If there are twenty-five people in a room and everyone shakes hands with everyone else once, how many handshakes are there? (I got three hundred but my textbook says three hundred and twenty-five which I think is wrong. If you also got any of these two answers please tell me and explain how.) Ricky Di Don (discuss • contribs) 21:06, 16 October 2016 (UTC)

 * See http://www.mathcircles.org/node/835 for the solution to this problem. -- Dave Braunschweig (discuss • contribs) 03:35, 17 October 2016 (UTC)

I have an home it says Determine the gradient between the given coordinates: (2:3) and (3:4) Mkutukana (discuss • contribs) 21:17, 6 March 2019 (UTC)

title: Talk:School of Mathematics Help Desk


text:
User talk:Frmaximos~enwikiversity

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 19:37, 23 January 2008 (UTC)

Greek
Hello do you speak greek? If yes, would you like to participate in the greek wikiversity to create the theology department??? I hope you will join us.--ZaDiak 19:57, 23 January 2008 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:32, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:09, 19 April 2015 (UTC)

title: User talk:Frmaximos~enwikiversity


text:
User talk:Rogerh~enwikiversity

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 19:44, 23 January 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Rogerh. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Rogerh~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 23:42, 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) 06:20, 19 April 2015 (UTC)

title: User talk:Rogerh~enwikiversity


text:
Neurodiversity Movement/News

This page will serve as a place to report and discuss news articles pertaining to issues of interest to the participants of the Neurodiversity Movement learning resource.

Autism Speaks Threatens To Sue Autistic Girl For Speaking Out
Source

Autism Speaks, a US charity that funds research into causes and potential cures for autism, and which purports to speak for 'those who cannot speak for themselves', threatened to sue 14-year-old Kelly for running a parody website called NTs Speak([1]). After learning her age, they dropped the threat, but continued to strong-arm her until she gave them the domain name and destroyed the site's code. Gareth Nelson, who runs the pro-Neurodiversity website Aspies For Freedom put up a new version of the parody site out of protest. Read more

title: Neurodiversity Movement/News


text: File:Whiteboard feature - test with Coccinella.jpg


text:
Baritone saxophone

The baritone saxophone
The baritone saxophone, more commonly known as the bari sax, produces a sound about one octave lower than the alto sax. The bari Sax, with its bigger mouthpiece and overall size, produces a steady tone easier, but requires a lot more air to create a tone. It was created in 1840 by Adolphe Sax. Adolphe Sax also invented the tenor sax and the alto sax, among many others.

Styles
The baritone saxophone, much like the rest of the saxophone family, is used in a variety of musical styles. The baritone saxophone part often doubles parts with bass clarinet, tuba, trombone, and bassoon.

title: Baritone saxophone


text:
Talk:Vital Ideation

Subpages?
I suspect we want to break the individual units out into subpages which will have significant amounts of content in them.

Greg marra 01:09, 24 January 2008 (UTC)
 * +1 to subpages. Looks fantastic so far! Mchua 02:49, 15 February 2008 (UTC)

other resources?
I'm finding some cool stuff that VI folks might enjoy - for instance, this. what's the best way to share such? delicious tags? blog it? post to the front page? Mchua 02:49, 15 February 2008 (UTC)

Rockin' Out
Guys, I just edited this page to look super-pro. Feel free to link to it in online resumes and stuff. Erik kennedy 21:33, 4 March 2009 (UTC)

title: Talk:Vital Ideation


text:
Talk:Ivan Illich: Deschooling Society/Learning Webs

Has anyone else read this far?
All right, I volunteered to read the chapters out of order to see if they made sense and I chose to read this one next because I was quite interested to see Illich's ideas for solving the problem. I discovered that yes, the chapter does stand on its own, and you can read the chapters out of order without being totally confused.

Most of what was discussed in this chapter made sense to me and I agree with it; however, there are a few things I don't quite agree with. For example, Illich suggests that we should offer a tax break to employers who hire children "if the circumstances are humane". I don't agree with that. It would be near impossible to set it up in such a way that we could ensure children would be safe, would be learning, and would be happy. Even now we are having problems in this country with child labor. If it were legal in any form, it would only increase the ease with which children could be exploited.

However, I have no qualms with trying to adopt those of Illich's ideas that I agree with and dropping those I do not.

I certainly see great hope in Wikiversity as a possible way of bringing about the realization of some of those ideas. We now have the technology to do all the things he wanted to do; it is only a matter of setting them into place. Wikiversity is already beginning to do that. If we prod and poke it in the right direction, we can do even more. Take, for example, the network of peers that Illich envisioned. Well, we already have some similar things on the internet- type something you're interested in into google and see just how many communities pop up for it! But, unfortunately, much of what you find will be complete rubbish. Wikiversity can provide more thoughtful, reasoned and honest peer-to-peer interaction, combine it with a skilled educator, combine that with free materials, etc. In such a way we can be all the different things Illich envisioned and more. What we have to do now is learn what is still needed and also learn the very best ways to provide what is needed. I think the best way to go about this is to strive to make participants the main directors of learning projects and to experiment endlessly with new ideas. --Luai lashire 01:13, 24 January 2008 (UTC)

Conspiracy Theory
JWS refers to this chapter of Illich as a conspiracy theory but does not elaborate on this further. Illich claims that school "shapes the consumer who values institutional commodities above the non-professional ministration of a neighbor". Participation in Wikiversity: I've yet to run into anyone that has been paid to work/participate/ministrate in Wikiversity. That's not to say that I won't or that there aren't already some users who are paid and as part of their jobs they create resources here; or, that have commodified one of the resources for resale (the film making course could be nearing this point and I think there's already some pay for text associated with it ... not sure.) And, Wikiversity is not a degree granting organisation. So on the scale of institutional commodities, we have some baggage, but not all that many commodities. We do have therefore, a lot of non-professional (not paid) ministrations by individuals that are actively involved in a form of Networked learning. TBC... Countrymike 07:41, 13 February 2008 (UTC)

Learning Webs and Web Services
One of the most intriguing things about reading Deschooling Society in 2009 is the connection between Illich's vision and the computer technology of today. As Luai lashire has pointed out, the technology is readily available to realize the institutions Illich had in mind. Take one of the four services comprising his learning web - the peer matching service. A participant enters current learning interests "into a computer" - for example, a book which she has just read and wants to discuss with other readers. The service returns contact information to people who entered a matching request. This could easily translate into a modern web service, possibly incorporating typical social networking functions. The results could be filtered for locality, so that it is possible to meet in person. On the other hand, chat, video conference or other forms of communication might work over large distances. Does anybody know whether there are projects resembling such a service? If I may use Wikiversity for now as a peer matching service: Anyone interested in exploring and discussing the prospects of this idea, please contact me. --Deschooling 20:37, 15 August 2009 (UTC)

Mentorship website?
I suspect that Illich's first three learning webs are already on their way to being realized via the internet, though the professional educator / mentorship web is still pretty dormant. What would a good deschooled mentor/mentee matching website be like? Do any already exist? If such a website were to be established, do you think it would further popularize a deschooled approach towards education?

http://www.keeganwadehomepage.com/technicalpsychology/a-paradigm-shift-in-education

Keegan --Keeganwade 18:37, 8 December 2009 (UTC)

 * I haven't looked at it that closely but I wonder if Livemocha might meet this type of mentoring/social learning web. Countrymike 04:23, 4 May 2010 (UTC)

Is it possible that new technology must come first?
The limitations of technology are its designers and users. The design reveals the bias of the creator, much like jokes reveal the subconscious of the person telling them. Participatory design of schools might solve some of these problems. there is a last wrinkle however. What if you don't know what you need, because you have not reference for the innovation yet.

Ivan Illich has a nice answer to this i think.

"The planning of new educational institutions ought not to begin with the administrative goals of a principal or president, or with the teaching goals of a professional educator, or with the learning goals of any hypothetical class of people. It must not start with the question, "What should someone learn?" but with the question, "What kinds of things and people might learners want to be in contact with in order to learn?" (illich, ch 6, para. 22)


text:
User:Edevones

Edevones is a student of instructional design at Indiana University.

title: User:Edevones


text:
User:Oriee

Name      : Harry Permana Location  : Indonesia Occupation : Forex Trader Interrest : Business, Marketing, Trading, Forex Automotive, Learning English

Sorry, I'am not good in english, but I still want to develop it. you can see my profiles in Nice to meet you all.

title: User:Oriee


text:
User talk:M.bone1/Notes on Augustine's Confessions

Section 1
Where is the beginning...
 * of our relationship with you... [not with ourselves]
 * "you prompt us yourself... you made us tilted"

 * so that we know whom to call? [a wrong number would be catastrophic]
 * Do we just assume whoever answers our call - our broadcast cry for help - will be you?

Romans 10:14 lays out the progression of a beginning relationship with God - proclamation leads to hearing leads to believing leads to calling. The temporary workaround of faith says, "I'll begin by believing you exist." (cf. Hebrews 11:6)

 * Yet even belief itself (which leads us to call on and to seek) is the gift of God.
 * "faith... which you breathed into me by the humanity your Son assumed."

 * Note that faith is spirit-mediated, originating in the humanity of Jesus as the Christ.
 * breath and spirit are identical in both Latin and Greek, cf. John 20 where Jesus breathes on the the disciples and says, "Receive the Holy Spirit."

 * Spirit may also be considered the coming together of power and meaning.


text:
User:Solea

I am a recent graduate with a BA in English. I currently find myself concentrating on poetry and its relationship with the rhythm of natural speech (mostly because I'm bored at work). I also try to expose myself to the dangers of living outside NYC.

title: User:Solea


text:
User talk:Sarahmcgarrigle~enwikiversity

hi
 * Hello, how are you ?
 * If you want, you can find some info about Wikiversity here, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:06, 24 January 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Sarahmcgarrigle. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Sarahmcgarrigle~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 23:42, 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) 06:21, 19 April 2015 (UTC)

title: User talk:Sarahmcgarrigle~enwikiversity


text:
User talk:Asaho204

Welcome
Hello Asaho204, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 12:29, 24 January 2008 (UTC)

title: User talk:Asaho204


text:
User talk:Tzie

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 12:29, 24 January 2008 (UTC)

Re: Active learning projects?
ping, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 19:33, 24 January 2008 (UTC)

title: User talk:Tzie


text:
User talk:HLA91

Welcome
Hello HLA91, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 12:29, 24 January 2008 (UTC)

title: User talk:HLA91


text:
User talk:Gakuro

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 12:29, 24 January 2008 (UTC)

title: User talk:Gakuro


text:
User talk:IuseRosary~enwikiversity

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 12:29, 24 January 2008 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:39, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:11, 19 April 2015 (UTC)

title: User talk:IuseRosary~enwikiversity


text:
User talk:Abymittal

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 12:30, 24 January 2008 (UTC)

title: User talk:Abymittal


text:
User talk:Edevones

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 12:30, 24 January 2008 (UTC)

title: User talk:Edevones


text:
User talk:Solea

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 12:30, 24 January 2008 (UTC)

title: User talk:Solea


text:
Computer Architecture Lab/WS2007/Project -1 Lab4

Lucky Processor
Thank you for choosing the "Lucky, das Ding aus dem See" Processor!

This especially for the Cyclone II - EP1C12Q240C8N FPGA designed Processor will revolutionize the gambling-world.

Features

 * 32-bit RISC architecture
 * 32-bit fixed instruction length
 * 24 instructions
 * 32 32-bit registers
 * Groundbreaking special function (Hardware implemented Random)
 * 4-stage in-order pipeline
 * Simple UART communication
 * Program and data-memory are separated (Harvard)

Instruction Set Architecture
We chose the RISC-common Register-Register (or load/store) Instruction Set Architecure with a fixed length of 32-bit per instruction.

Registers
The processor has 32 32-bit registers, which are mapped into the internal FPGA memory due to performance and size reasons.

Flags
Our architecture can set 4 flags:
 * Negative
 * Overflow
 * Zero
 * Random

The first three flags are set immediately in the ALU after an instruction was executed, the Random flag can change its status every cycle.

Instructions
There are:
 * 13 Arithmetical/Logical Instructions
 * 3 Load/Store Instructions
 * 8 Branch and Jump Instructions

The Instruction Set is described in detail here.

Addressing Modes
The Lucky Processor provides two types of addressing:
 * Register
 * Immediate

Special Instructions
Because of the integrated Randomizer that provides a new Random value and RandomFlag every cycle, we have the special function Branch on Random (BOR) that allows the influence of the program behaviour in a (controlled) random way! i.e. for Casino games this feature is a good tool. If you need a random 32-bit value you just haev to read the content of Register $1E that contains a new random value every cycle.

Randomizer
This is the heart of the provided special function of our Lucky Processor. It has an integrated Randomnumbergenerator that uses the TLV3502 rail-to-rail comparator on the dspio-boeard, a modified SigmaDelta AD Converter (from Opencores) and a LFSR.

A 32-bit random value is stored in the register $1E and updated every cycle. Additionally the Random Flag is updated every cycle and allows, in addition with the special function BOR (Branch On Random-bit set), a new, unpredictable program behaviour everytime you run the same program.

To read the Random-Register and view the output: ADD("1","0","1E"); DEBUG_SEND("1",&pc);

The Branch on Random function: BOR(LABEL);

A testrun including BOR showed, that the distribution of 1s and 0s in the Random Flag is good: 26116 vs. 26078

sourcefile for the test

Memory Access
The internal FPGA memory is used for I/O access and the RAM.

Mapping for I/O access:

The address space for our RAM is from 0x00F to 0xFFF

UART Communication
The Lucky Processor allows a simple way to communicate with its internal UART. The easiest way to send something is to use the function: UART_SEND_STRING("Hello World! ",&pc); This codeline will result in writing "Hello World! " to your HyperTerminal interface.

For more details for the common UART:

Send
If UART txd ready to send is set, it indicates that a new byte, which is in UART set txd byte, can be sent. UART txd send now triggers sending. When it is set (1) you can send, if it is cleared (0) you can't send. If you write a 1 to UART txd sed now while it still send (is set to 1) it will have no effect beacuse it has to be cleared before you can send again.

Receive
If UART rxd has new value is set, it indicates that UART get rxd byte has a new value to read. If UART rxd has new value is cleared UART get rxd byte has bean read at least once.

If you read from a memory location that is dedicated to write e.g. read from UART set txd byte, it will return 0 not the value it really contains. If you write to a location that is dedicated to read it will have no effect.

Pipeline
The 4 Stages in the Lucky Processor are the following: Here the Instructions are fetched from the ROM into the instruction registers and the Program Counter is incremented.
 * Instruction Fetch

This stage decodes the Instructions into ops, operands and immediate values.
 * Instruction Decode

Fetch special- and General-Purpose-Register values.
 * Register Fetch

Here the Instructions are executed and the results are written back to the Registers.
 * Execute/Writeback

Hazard Strategies

 * Data hazards: In our architecure RAW (Read after Write) data hazards are avoided by forwarding, and because we have an in-order pipeline WAW and WAR cannot occur.
 * Control hazards: Register contol hazards cannot occur because we use a 3-way memory for our registers.
 * Conditional hazards: We chose the "predict Branch not taken" approach to deal with these types of hazards. In case of a misspredict the instructions of the next 4 cycles are dumped.

Source
The source of our assembler can be found here

Syntax
The assembler syntax including instruction samples can be found here

The following instructions are implemented using the processors instructions, they are not part of the processors isa.

Pseudo Stack
The register 0x1D is used as a stack pointer. It is initialized to the last memory adress (0x1FF).

Pseudo Call
A Call is translated into 3 instructions, it branches into a special call handler which takes 23 instructions to push the local variables (reg 0x01-reg 0x08) and the return adress on the pseudo stack (the stackpointer is decremented). The new stack content after a call is: [lower adress] [return adress] [r0x08] [r0x07] ... [r0x01] [oldStackContent] [0x1FF] The stack pointer points to the [return adress].

Pseudo Return
A Return is translated into a single instruction, it branches into a special return handler which takes 20 instructions to pop the local variables (reg 0x01-reg 0x08) and the return adress from the pseudo stack (the stackpointer is incremented). The new stack content after a call is: [br] [lower adress] [oldStackContent] [0x1FF] After the return the stack pointer points to the [return adress] of the oldStackContent.

Example Programs
Example program files can be found here

Next Steps
Because of the easy instruction set the next version of the processor would have no decoder stage.


text:
Python Concepts/Libraries

Python has a standard library that it is shipped with, plus many add-on libraries such as PyGame, which is a set of Python modules designed for writing games. It is written on top of the SDL library. Other libraries include The Python Imaging Library, which makes it easier to write programs that deal with images. Aside from libraries Python has many other benefits such as 'Extensions' which are basically C code that extends the functionality of the language. Some extensions include language bindings, for example:

 * Lua
 * Lisp
 * ProLog
 * C++

Other extensions are possible through the Python/C API (Application Programmers Interface) On top of the language bindings you can also find packages to extend python much like the libraries, only smaller. To find python packages you should start at http://python.org or even simply use a search engine.

GUI Toolkits

 * PyGTK
 * Python bindings for the cross-platform toolkit GTK+, which is written in C. It is used by many prominent organizations like One Laptop per Child.

 * PySide
 * Python bindings for the cross-platform toolkit Qt, which is written in C++. It has a more liberal licensing than PyQt.

 * PyQt
 * Python bindings for the cross-platform toolkit Qt, which is written in C++. It has over 400 classes and 6,000 functions/methods. It has more restrictive licensing than PySide.

 * Tkinter
 * Python bindings for the cross-platform toolkit Tk, which is written in C. It is the default GUI toolkit that ships with Python. Tkinter is used in several GUIs, most notably IDLE.

 * wxPython
 * Python bindings for the cross-platform toolkit wxWidgets, which is written in C++. Its a popular alternative to Tkinter. Unfortunately, it's for Python 2.X, although efforts for Python 3.X support is underway. It can be found in this.

Mathmatics

 * matplotlib
 * A 2D plotting library which creates high quality charts and images in a variety of formats across multiple platforms.

 * Numpy
 * NumPy is a Python library used for working with arrays. It also has functions for working in domain of linear algebra, fourier transform, and matrices. NumPy was created in 2005 by Travis Oliphant. It is an open source project and you can use it freely.

 * Pandas
 * Pandas is an open source, BSD-licensed library providing high-performance, easy-to-use data structures and data analysis tools for the Python programming language.

Science

 * Scipy
 * SciPy is a free and open-source Python library used for scientific computing and technical computing. SciPy contains modules for optimization, linear algebra, integration, interpolation, special functions, FFT, signal and image processing, ODE solvers and other tasks common in science and engineering.

Automation

 * Pywikibot
 * Pywikibot is a Python library and collection of tools that automate work on MediaWiki sites. Originally designed for Wikipedia, it is now used throughout the Wikimedia Foundation's projects and on many other MediaWiki wikis. The project started in 2003 and is currently on core version 7.2.

 * Scrapy
 * Scrapy is a fast high-level web crawling and web scraping framework, used to crawl websites and extract structured data from their pages. It can be used for a wide range of purposes, from data mining to monitoring and automated testing.

 * Course Home Page

title: Python Concepts/Libraries


text:
User:Oellis

hi im odi im 100978 years old.my bday is may 5 .im ugly

title: User:Oellis