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Wikiversity talk:Wiki as a tool for learning

I really appreciate for your help to educate the people who is interested in learning. I believe that knowledge will be the most valuable material for living in the future. This kind of work that I've never seen before, will also provide and/or back up the self rd-studies. Thanks a lot. I will use it as I can. (The preceding unsigned comment was added by 88.230.17.135 (talk • contribs) 18:17, 27 May 2007 (UTC).)

I've been roaming WV for a couple of months now in order to understand what it is to the people who have contributed content and I am coming to the conclusion that there are really three kinds of editors/ teachers. One editor is a professional educator that brings a class of students to WV to engage in "collaborative learning". The second would be the students that are engaged in this learning program. They too are editors, and even educators, considering that they are providing information that will be presumably useful to a learning audience. The third editor is modeled after the typical Wikipedia editor, someone who is a solo contributor, an afficionado or professional in the field that is happy to express some authority on a subject. (I didn't write the unsigned paragraph above this one by the way). I'm just making this point because I am doing some preliminary organization of WV's identity in my mind. The framing of this topic indicates that this is clearly about using wikis to learn, and excludes the third editor (the one that only wants to teach without guiding physical students to contribute). There may be a topic that addresses this editor as well. I am finding new sections hidden about all the time. I will remove this as soon as I find or create the topic. This is also a breadcrumb I am using for organization. Mbrad 17:59, 13 February 2010 (UTC)

The Problems of Online Education
According to the study Alive in the Swamp: Assessing Digital Innovations in Education, Micheal Fullan and Katelyn Donnelly state... "On pedagogy, study after study has concluded that the impact of digital technology has been stifled when there is no emphasis on the pedagogy of the application of technology as used in the classroom."

On the other hand, a participant of the forum, Historum, said the following in it's thread on Teaching History to Children: "I think at a certain point, we must start teaching children to be historians themselves--how to analyze primary sources and construct an argument. They also need to learn that the narrative fed to them in younger years, from textbooks, is not always the best interpretation."

'''U.S. News reports that 30% of first year college and university students drop out and half never graduate. The problem is that each year one million students are ill prepared for the task or the commitment.''' I know I was one of them. Another factor to consider is that according to BJ Gleason's 2004 paper on Retention Issues in Online Programs: A Review of the Literature, online programs have a high drop out rate and a low retention rate. That students do not have the motivation or self-discipline. As a result for profit education institutions are heavily indebting students they know most of whom will never graduate, and those that do struggle to be able to buy a home when they are so over their head in debt. Creating a situation where they will do anything, including fraud, to get that big bonus to pay off their loans, like in the Goldman Sachs mortgage scam.

Now as a retired art director and marketing communications manager, who was responsible for typography and reading comprehension, I know long lines of type like this make reading comprehension difficult. It is a matter of too many characters and too little space between the lines. So Wikiversity does not have great typography. Also paragraph length also plays a role. In addition, copywriter like me also knows early in the copy to make the discussion relevant to the reader. With all the talk about short concise copy being better, some of my most effective writing was long form. The trick is to keep it compelling. There I believe is why educational text is so boring to students and is of little interest to many students. Before we start spewing educational and historical facts at them, first make it relevant to their interest and needs as they see it. Who am I to talk about the effectiveness of online education? I am the creator of a free online educational web site that is a personalized Self-Organized Learning Environment (SOLE) that uses Google Maps of historical and scientific events to create maps that are essentially a directory type of portal to high quality information from all over the Internet via concise placemarker copy based on being able to see the actual ancient ruin, shipwreck, fossil site, or undersea fracture zone or hydrothermal vent. Many of my Google Maps were recently placed as external links on Wikiversity. For example, see the History of Architecture, Renewable Energy Systems, Structural Geology and others. I am not looking to compete with you, but rather to work with you. Wikiversity comes at students who see online courses, I come at them because as entertainment learning because it interests them and then hope to redirect them to great educational content. My goal is not to spew facts at students, but rather to teach them to learn to learn, provide them with examples of excellent communication of complex subjects that combine seemingly unrelated subjects like why the Industrial Revolution was so vital to the American Revolution, or showing the actual submarine fracture zones, hydrothermal vents, surmounts and mid-ocean ridges associated with the edges of plate tectonics.

I was also the chairman of the Education Committee of then Common Council for the city of Norwalk, CT. And as a corporate creative person I interacted with a lot of highly educated professionals who had to rely on me because they could not communicate their highly technical subject to a wide variety of audiences. Thus, from my point of view, while their schools succeeded in educating them at one level, it failed to make them effective communicators.

Getting back to pedagogy, online education fails in another way because it fails to interact with the student to identify the frustrations the student is having with the technology and understanding the text course. There is no face-to-face interaction or observation of the student while they learn. It does not help when Wikiversity has a page on Biome that the only content on the page is my externally linked maps. On my site, the only way I can tell how students are doing is via my Google Analytics. I spend a lot of time examining the data and making tests and changes.

So what can I do to help? --Pragmaticstatistic (discuss • contribs) 12:13, 25 February 2015 (UTC)

 * I don't mean to offend, but you can help us first by not promoting your website. You are the creator of a free online educational website.  Wait for someone to ask which one, if they care to, or put a link to it on your user page as factual, rather than promotional, background information.

 * it's great that you have such a strong background in pedagogy, but I'm initially struck by a discussion on pedagogy that is more than 50% about the author rather than about pedagogy itself. You have wonderful credentials, but so do most of the other dedicated contributors here.  Add your background information to your user page, and we'll look there if we want to know more about you.

 * You're absolutely right about online resources needing an emphasis on pedagogy. Unfortunately, that requires educating the educators, particularly in an environment where everyone is invited to share what they know and teach others.  The current focus in education is on critical thinking skills, and teaching students to teach themselves rather than just giving them information.  Many Wikiversity learning projects attempt to address this through a learn by doing approach, but there are many other projects that still have an information-dump approach rather than a learn-by-doing approach.

 * The paragraph on retention and indebtedness isn't really relevant here. At Wikiversity, users will continue learning if the resources are helpful, and they'll leave if they aren't.  We set learning free.

 * So, let's get to the point. What can you do to help?  There are many possibilities, depending on your interests.  First on my list would be to learn the culture.  Wikis have their own way of operating, each one with a local flavor and approach.  Here we use the Discussion page to discuss specific issues, and the Colloquium to share general ideas.  Posting on a page like this without any other alert often goes unnoticed.  Only a few of us look at Recent changes to see what else is happening.

 * From there, the question really becomes, what do you want to do to help? I would encourage you to be strategic.  Look at Statistics.  There's no point spending time improving resources that only one or two people a month will see.  Look at some of the most popular and featured resources.  Do they follow good and current pedagogy?  What can be done to improve them?  As you have ideas, share them on the Discussion page for that resource.  If you don't get a response, there may not be anyone monitoring that page, so check in the Colloquium.

 * If you feel a better overall template could be developed that would promote improved pedagogy, develop such a template. Or, develop or improve an existing learning project that shows how to develop Wikiversity learning projects using good pedagogy.  Focus on the practical, and provide links or background information to the more academic aspects that support the approach.

 * Finally, be bold. We welcome your enthusiasm, and you clearly bring much to our adventure.  -- Dave Braunschweig (discuss • contribs) 14:18, 25 February 2015 (UTC)

 * Pragmatic, Wikiversity is, among other things, for learning by doing. If you want to help, start by understanding what a wiki is and how wikis work. From my review of your Wikipedia history, and from what little you have done here so far, you do not understand wikis, and wiki communities. It is not essential, normally, that someone have much knowledge of this to edit a wiki. However, when you become highly active, making many edits, it starts to become more important. So my first answer to your question is "Slow down." Most users will not notice your work at all. They are focused on their own.
 * Your idea to collaborate with Marshallsumter is great. Has he responded yet?
 * Part of your lack of knowledge as to how to collaborate is that you don't make specific links. Above, for example, you refer to History of Architecture, Renewable Energy Systems, Structural Geology. You did not make it convenient for users to look. History of Architecture, Renewable Energy Systems, Structural Geology. Wikilinks. Had you made the links, you would have noticed that two are not pages, as written.
 * The History of Architecture page is an utter mess. You added links to it.. Those links are going to be removed, at least temporarily, because you added links to a rambling essay that replaced a prior page of possible value, and you did not notice it. The page was massively vandalized in 2011, and it wasn't noticed. I just fixed it.
 * Those links can be placed on individual pages. They will be proper as external links, if it's the right page. If you are careful about where and how you place them, I consider them acceptable, even quite useful. Be careful about rate. Adding many links can attract the attention of antispammers, and they tend to shoot first and ask questions later. On wikipedia, your adding of links to your own web site would have been grounds to block you and blacklist the site itself. We will allow it, usually, if you are working on building resources, which does require that links be placed appropriately. The pile of links on that page wasn't appropriate, my opinion.
 * Where should the links go? We don't have the more specific resources where they would be useful, AFAIK. (I have not made an exhaustive search.) Accordingly, I am creating a subpage History of Architecture/Maps. I will place all those map links there.
 * Recommendation (for here and Wikipedia). If you have a conflict of interest, which includes being the author or owner of external material, disclose the COI and ask on an attached talk page, before adding the material. And wait at least a week for a response, before going ahead. If there is a later objection, be cooperative. One of the tricks is a self-reverted edit. I.e., add the link, self-revert "in order to discuss", and then ask, and with the question you can point to a diff or permanent version showing what you want to do. Non-disruptive. Efficient. Do not do it a hundred times a day. --Abd (discuss • contribs) 15:59, 26 February 2015 (UTC)
 * Okay, those page links. It's Renewable energy systems. I left one link of three. One was iffy, burning waste. Toxic dumps is not renewable energy.
 * And it is Structural geology. Nice map. Now, create a publicly-editable map and we would be home free. --Abd (discuss • contribs) 16:27, 26 February 2015 (UTC)


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Category talk:Physics

We can see in letter T, the category Theoretical physics two times.

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

title: Category talk:Physics


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BCP/Forsythia x intermedia

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Signal Processing/Signals

Introduction:

Before we dive into the more rigorous mathematical and physical definition of signals, let us try to understand what is meant by signals. A signal is any entity that brings about a reaction or a change. When we speak, a signal is created in the form of the pressure pulses travelling through the air. When this signal reaches someone's ears, they process it and can hear what is said. Thus the signal causes some effect. Even an image that we see is a signal, that causes perception of vision and conveys some information.

Signals, If we have to define them, we can call them as a function of time. We can think of a signal as a deliberate variation in some property of the medium used to convey the data. We have variety of signals, Light, Sound, Electronic, Electromagnetic are a few of them. A few of the examples of Signals would be;

1. An electrical voltage travelling along copper wires between your telephone and the local exchange.

2. Pulses of light (though we might not be able to see them) in a fibre-optic cable

3. The radio emissions that are picked up by a mobile telephone or radio receiver.

A signal can be mathematically expressed as $$s(t)$$, meaning it is the function of time. All these can provide the necessary variations to represent the data. In the first example we can relate the changes in voltage to changes in electrical energy. With the other examples – light and radio waves – we need to think in terms of waves of energy, usually referred to as electromagnetic radiation. Electromagnetic radiation is caused by changes in electrical and magnetic fields. Electromagnetic radiation can support signals even when there is no physical medium (such as a cable) involved/ We would be dealing with the EM Wave part later On.

Signals need not always be functions of time. In our example of image, the signal is a function of its position. A pixel in any image is specified by its x- and y-coordinates. However, most of the signals we encounter are functions of time, as they change with respect to time.

Signals can be classified according to various properties. Some of these classifications are:

1. Periodic and Non-periodic signals: A periodic signal is one which repeats after a given time. The time after which it repeats is called the period of the signal. A periodic signal can be represented as

$$ s(t+T) = s(t) $$

where T is the period of the signal.

The most common and most important example of periodic signals is the sine wave. This can be verified as follows

sin(t+2π) = sin(t)

Thus the period of a sine wave is 2π.

On the other hand, a non-periodic signal is any signal that does not repeat itself after any period of time, however large that period may be. Most of the signals we come across in real life are non-periodic. For example, speech is a non-periodic signal.

It should be bourne in mind that a true periodic signal is not possible in reality. A periodic signal demands that the signal should repeat itself after every T (time period) time. This means that the signal should exist for eternity and should have started only when time started. However, this is not possible, and thus we do not come across periodic signals in practice. When we talk of periodic signals in signal processing, or in communication in general, we usually take a reference point in time, and say time started from then (for our purpose, time may as well have assumed to start from when our experiment starts). Also, the signal is assumed to be periodic only till the experiment ends.

2. Gaussian signals

These signals are characterized by their gaussian distribution. The statistics characteristics of a gaussian signal are the followings:

kurtosis=3 skewness=0

If you need more detail about what these terms mean you can go to the Statistics Ground Zero page or to the Statistics and Distribution page.

If you choose to generate a random signal from a Power Spectral Density, you will get a gaussian signal unless you specify your machine otherwise.

3. Non-gaussian signals

Non-gaussian signals are unstationary signals.

title: Signal Processing/Signals


text: User talk:Alorocaste

title: User talk:Alorocaste


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User:JCGonzales~enwikiversity

See my user page at Academia Wikia.

title: User:JCGonzales~enwikiversity


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User:Ironmanchris

Hi, my name is Chris, my e-mail is chrisbornstein@yahoo.com, I am would like to learn Spanish, if you are one of the teachers, I would love to hear from you as I am working out the Wiki navigation, but am sure that I am having difficulties, or perhaps not. At any rate, I am training in Hawaii for the Ironman and hope to win in 2009.

Ciao!

title: User:Ironmanchris


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File:A. Straea WikiU Film School Screenplay.pdf

Used with the WikiU Film School Lesson on how to format a movie script


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BCP/Berberis thunbergii

Berberis thunbergii

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Cercis canadensis

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Chelidonium majus

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Claytonia virginica

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Cornus florida

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Cotinus coggygria

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Dicentra spectabilis

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Duchesnea indica

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Template:Quadratic reciprocity

This programme does not work: It is not easy to factorise the numerator and keep track of all the factors. quadratic reciprocity/mod|||+1}}
 * Jacobi symbol ( /  )=

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5 :

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User:Matt.trainer~enwikiversity

Matt Trainer

Born in Nashville, Tennessee, Matt received his high school credentials from Exeter, and his Bachelor's degree in English from Stanford University.

Extremely interested in the emerging world of globalized information, communication, and integration, he has a keen interest in projects that make life-long learning free, desirable, easy, and available to all.

He's interested in the following projects:
 * OLPC (One Laptop Per Child)
 * Wikiversity
 * Wikiversity Literary Studies
 * Wikiversity Writing Center
 * Wikibooks

title: User:Matt.trainer~enwikiversity


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User:A. Straea

Currently taking:

Filmmaking

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User talk:Hillgentleman/20070519162224

20070528030305 Umm...Hillgentleman? These threads are confusing. Is this how to reply? Anyway, thanks for your messages on my talk page!! I think it would be really neat to have these mini tutorials on single concepts on Wikiversity.
 * Comment:

--HappyCamper 03:03, 28 May 2007 (UTC)
 * reply[]

What links here

title: User talk:Hillgentleman/20070519162224


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MediaWiki:Nstab-main

Resource

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MediaWiki:Geshi.css

/* CSS here effects what syntaxhighlight uses */

/* Use a more tolerable blue color for Visual Basics */ .source-vb .kw1 { color: #000066 }

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User talk:Matt.trainer~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Matt.trainer. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Matt.trainer~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) 06:15, 19 April 2015 (UTC)

title: User talk:Matt.trainer~enwikiversity


text:
Talk:C Programming

In order to help get this course moving again, I am in the process of cleaning up parts of this discussion page. I welcome any and all constructive criticism and offers to help produce content.--Kingadami (talk) 14:12, 14 April 2012 (UTC)

Course Organization and Objectives
In order to maximize the prospective audience, I would like to see the course split into 3 main sections: a beginner section, an intermediate section, and an advanced section. Each section should have at least one project at the end of it which allows the student to apply what they have learned.

Beginner Section
The target audience of the beginner section is someone with no programming experience. This section needs to introduce the basics of how to compile as well as how to program. After completing this section, the student should be able to write programs to perform a wide variety of simple tasks on their own.

Intermediate Section
The target audience of the intermediate section is someone who has a basic understanding of C. They should be able to complete the projects at the end of the Beginner Section without to much trouble. This section will introduce TBD. (I am currently concentrating on the beginner section and am open to suggestions for this section)

Advance Section
The target audience of the advanced section is someone who can complete the projects at the end of the Intermediate Section without to much trouble. If concurrent programming has not been introduced yet, it will definitely be covered in this section. Other topics should include TBD.

Style
I agree with Ran and propose using the Allman Style as the indention style for this course.

 * While you can teach some practical cstyle, its really up to the individual or collection of individuals that are working on any given program. Most people separate keywords from functions, for instance:

 * Most FLOSS projects will set some coding standard that defines the desired cstyle. The rest really depends on what you happen to be working on .. if someone who needs to edit your work is going to be stuck on an 80x25 dumb terminal, you might consider limiting columns to 79 and try to avoid deep indenting. There probably should be a page showing samples of various cstyles, but in the end its usually best to follow what exists or what the boss dictates. Tinkertim 16:59, 31 August 2008 (UTC)

Improvements
Please leave any improvement suggestions or wants. I have removed the previous ones so we can start with a blank slate.

Exercises
What do you guys think about adding exercises to pages to allow a novice to put the skills they're reading about and learning into practise - including things the prior pages would have taught them?

Something like this at the bottom of pages I think would work quite well.

Array Occurrence Counter
Write an application that can loop through the following array and count the number of 5s in the array: Walkthrough of this exercise

May I add, I'm a novice C programming; so if you guys are up for this idea, I'd happily write some exercises if somebody experienced in C would check them over. -RJackson 06:20, 27 November 2010 (UTC)

Exercises are going to be added. If you want to add some post them and we can look them over --Kingadami (talk) 14:12, 14 April 2012 (UTC)

ERRORS ANNOYING ME!
Please add errors to each lesion's discussion page. I know currently there are some and as each lesion gets reworked they will be fixed.

I'm a beginer in C programing and whenever I type a program and try to run that in the compiler, I get following errors:

1. file  can not be included. 2. Prototype is not defined for the function printf

I get the same error message for every header file and function. Please help me if anybody can. —The preceding unsigned comment was added by Atul.ultimaterocker (talk • contribs) Devourer09  ( t · c ) 18:18, 22 June 2011 (UTC)  (UTC)
 * What operating system are you on and what compiler are you using? Devourer09  ( t · c ) 18:18, 22 June 2011 (UTC)

The problem is not errors in the example code, it's the compiler you're running. Try using a different compiler. KonKweesta (discuss • contribs) 12:38, 30 April 2013 (UTC)

Adding a Video Series
Below is a suggested change to the You Will Need paragraph To learn C programming you will need to adopt a learning approach. You can simply use the WikiBook material or augment that material with the Video Series found here ( n2006b.com/cCourse) The video series uses Microsoft's Visual C++ 2010 Express which can be downloaded at no cost. Microsoft's Visual C++ 2010 Express runs under Windows XP or newer Microsoft systems. With or without the video series, you will need a C compiler, like Turbo C, or The GNU C Compiler (gcc), Visual C++, or Turbo C. If you use a UNIX-based platform such as FreeBSD or GNU/Linux, a C compiler is generally shipped with it, you can most likely access it by typing cc. Here on, I will make use of only Turbo C. So I will show you the step-by-step procedure to install and use Turbo C. (Note the install link is broke and it was a 1992 version.) You can download it by googling Turbo C, or by clicking here. --Srfpala (discuss • contribs) 21:56, 7 March 2013 (UTC) srfpala 1600 CST 07 March 2013

title: Talk:C Programming


text:
User:Remi/Saved/Wikiversity on Wikibooks

Our Mission
Wikiversity is for the creation and use of free learning materials and activities. The mission of Wikiversity is to empower people to achieve their educational goals using resources produced by the free culture movement. The goal is to create a community of people who support each other in their educational endeavors.

 * Wikiversity Schools

Some Ideas for Effective Initial Participation

 * Add or tweak some notes at a course portal. The School of History is now seeking students!  The School of Mathematics is now seeking students:  School of Mathematics:Calculus.
 * Tweak a random text for readability.
 * Create an interesting topic portal.
 * Create a random lesson plan.
 * Assemble an initial list of links useful to others interested in the topic.
 * Add an outline bullet
 * Add a factual paragraph or bullet to an article or its associated discussion page.
 * Publish an essay question and answer or a term paper at an appropriate location.
 * Write a draft quiz regarding a random Wikipedia article or other subject of interest and publish it as an appropriate link in a learning trail.
 * Review the standards of educational standards organisations.
 * Publish your course notes (Students please note that the copyright of handouts belongs to their creators and permission is required prior to submittal. Personal notes with short quotes compliant with fair use provisions of U.S. Copyright law, short quotes and citations, created to study the course material are very welcome. It is exactly what we wish to edit mercilessly and improve to leave behind published under the FDL for others to encounter along the learning trails.), lesson plans, topical essays, or reference works for others to review, modify or fork.
 * Come discuss how to improve Wikiversity at our current mailing list.

Please ask a question
Ask a question or state a desire for a learning resource by inserting a paragraph here: I Want to Know. If you feel like lending a hand after inserting your request, please peruse the other participants requests and add information, comments or clarifying questions boldly.

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Departments

 * Physical Sciences
 * Life Sciences
 * Humanities
 * Practical Arts and Sciences
 * Social Sciences
 * Interdisciplinary Studies

Find a course
Browse the courses listed or requested of the various Wikiversity Schools. If you cannot find a particular course, you can request it or start building it yourself.

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About the Wikiversity
Wikiversity is a wiki-based learning community. Here you can use online courses and also create courses yourself. See this page for some ideas about what the Wikiversity might become. Also, see more of how Wikiversity supports learning.

Different entry points and rough theory, as well as example forms are also available.

Discussing the Wikiversity
For previous discussions see the Meta page on Wikiversity. Since there is now a formal proposal to set up Wikiversity as a new Wikimedia project, try to keep discussions of Wikiversity's scope and goals centralized at Meta. In the future we might utilize a #wikiversity IRC channel as well. If you're interested, you could add your name to the participants list, and see who else is involved.

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Wikiversity Core Courses
One way of moving Wikiversity forward is to create a set of core service courses that will meet the needs of existing Wikimedia projects. Since Wikibooks does not want to host Wikiversity, the Wikiversity Core Courses are being developed at the education wikicity. Hopefully, there will be an actual Wikiversity project with its own domain name in the near future.

Experimental Learning Processes
Join or create a debate and/or summarize its salient features at http://wikireason.net/wiki/Forum_Entrance. Please note this is an external site with its own community, social norms, and legal requirements. Please be prudent and wise in paraphrasing, citing, and archival of results locally. Content license requirements may conflict occasionally. Alternatively, methods learned there may be useful within the context of some local learning process or free materials development.

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Topic talk:Technical theatre

Staging area
Great place to "dive in" alorocaste! I'm interested in this topic because I'm involved in Electrical Engineering that relates to stagecraft and lighting. CQ 05:56, 28 May 2007 (UTC)

title: Topic talk:Technical theatre


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The periodic table/Hydrogen

Discovery
In 1766, hydrogen was discovered by English philosopher Henry Cavendish in London, UK. Although hydrogen was officially discovered in 1766, scientists previously have been producing hydrogen as early as approximately a century ago - as written by Anglo-Irish chemist Robert Boyle. French chemist Antoine Lavoisier gave the element its name "hydrogen", derived from the Greek 'hydro' (ὑδρο) and 'genes' (γενής), meaning "water-forming".

Quick Facts
Name: Hydrogen

Symbol: H

Mass: 1.00794

Atomic Number: 1

Electron Configuration: 1s1

Classification: non-metal

CAS Number: 133-74-0

Appearance: colourless gas

Discovery in: 1776

Key Isotopes: 1H, 2H

Allotropes: H2

Density: 0.08988 g/L

Crystal Structure: hexagonal

Melting Point: -259.1 °C

Boiling Point: -252.9 °C

Uses
Hydrogen can form an explosive mixture from air. It is currently manufactured from methane gas, but can also be made through the electrolysis of water and aqueous salts. Hydrogen gas is used to make key materials like ammonia, cyclohexane and methanol, which are intermediates in the production of fertilisers, plastics and pharmaceuticals.

Large quantities of hydrogen are used in the Haber process and for the hydrogenation of oils from fats.

Hydrogen is part of the DNA molecule.

Hydrogen is found in the sun and most of the stars, and is the most abundant element in the universe. The planet Jupiter is composed mostly of hydrogen, and there is a theory that in the interior of the planet the pressure is so great that metallic hydrogen is formed from solid molecular hydrogen. On Earth, hydrogen is found in the greatest quantities in water, only being present in the atmosphere in small amounts - less than 1 part per million by volume.

Atomic Data
Atomic radius: 1.100 Å

Covalent radius: 0.32 Å

Electronegativity: 2.200

Electron affinity: 72.7 kJ mol-1

First ionisation energy: 1312.0 kJ mol-1

Supply Risk
Unknown

Oxidation States and Isotopes
Common oxidation states: 1, -1

Isotopes

Pressure and Temperature Data
Molar heat capacity: 28.836 J mol-1 K-1

title: The periodic table/Hydrogen


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User talk:Wisesage5001

If you want a response really quickly, I suggest using the email link as well as posting here. I may not always remember to check my talk page, but I will get the emails. O ya, and please sign your stuff. Thanks. Wisesage5001

Any questions can go here:
=Humble request= Hi!Good day sir! i wanted to learn about computer.i dont know much how to operate and encounter difficulties on net while using some webs due to my silly mistakes that is a consequence of lack of computer knowledge.Nowadays i am full with the exuberance to get this knowledge.I hope there will be a positive feed-back from your side and thanks in advance also.--cheers,--Aquistive bud 13:11, 29 October 2007 (UTC)
 * If you want to learn more about computers, I suggest you take a look at Computer Programming and start following the recommended course of study. This will give you background info on the way your PC works and then take you into computer programming. If you have any specific questions, I will be glad to answer them. Wisesage5001 15:36, 29 October 2007 (UTC)

Thanks for your precious time! If you please tell me that how i can be able to trace the IP adress of some mail sender on yahoo and hotmail.And suppose if by getting the aquaintance of the sender Ip ,i might be able to trace its location. But if that person while making any account on yahoo registerd his location wrong then this means it is impossible to trace his real location?What do you say? I don't know whether it's a silly question but i hope you'll be patient and guide me about it. A big thanks to you.

--have a nice time --Aquistive bud 14:38, 30 October 2007 (UTC)

 * well.. you could try looking in the headers... but that might just give you the address of the server for a webmail service like hotmail... Wisesage5001 06:04, 4 November 2007 (UTC)

Thanks!

title: User talk:Wisesage5001


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School talk:Electronic engineering

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Please Note
This is the Talk page for discussing the School of Electronic engineering Please join the threads below by beginning your reply with a colon (or colons ::) and sign your comments using four tildes ( ~ ). Start a new thread by clicking the + tab above, supplying a meaningful heading. This page is used for general discussion of School:Electrical engineering. For discussion on a particular subpage, please use its talk page

Constructive critisism is encouraged and abusive speech not allowed in this talk page. It is the wish of all sincere participants of this school to see growth and development... so go a head and BE BRAVE.
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{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Tips & tricks Messages
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{{Discussion subpage
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Electrical & Electronic Engineering?
Shouldn't the topic be called Electrical & Electronic Engineering? 57.66.65.39 15:45, 22 August 2006 (UTC) I agree. Is it possible to rename pages?

 * I agree, I'm not an electronic enegineer, I'm an eletrical engineer!--Rayc 22:24, 3 September 2006 (UTC)

 * I agree too I will change it to Electrical & Electronic Engineering--Mrebus 21:07, 10 October 2006 (UTC)

Page arrangement
Who's here anyway? I think maybe we should move lessons off the main page and into sub categories, to allow for topics like electronic materials and devices and circuit design and analysis. We should probably also seperate digital and analogue electronics.

 * I agree. That would be better if we could do the sub-categories.For example Microprocessor Systems, Control Theory, Automation, Robotics, Mecatronics. But i think it is ok for now,because we dont have too many lessons right now, maybe we can seperate them later. Cengiz Isik 02:04, 3 October 2006 (UTC)

 * I had proposed this earlier on, and have implemented this as requested. Right now, we don't have many lessons, so I guess it is ok for people to add lessons in the main page, I shall keep an eye out and link the pages as required.Misericordia 02:45, 13 October 2006 (UTC)

School:Electronics
Please coordinate with School:Electronics. --JWSchmidt 03:11, 26 August 2006 (UTC)

 * Can we just merge the content from this page into the Electronic Engineering school's courses? Seems like the Electronics school page is even less organised than the electronic engineering school and doesn't have the potential to be very comprehensive without a complete rewrite --Spuzzdawg 01:38, 15 May 2007 (UTC)

 * Yes, although it seems that page is intended to be a course, and so it seems that it could be moved into the Topic namespace. I'd recommend getting in touch with the author of that page to see whether they have any intention of developing the course, or what plans they have for it, and to work out a way for productive collaboration. Cormaggio talk 13:06, 15 May 2007 (UTC)

 * It seems wasteful to have multiple projects on the same topic working independantly of one another. I would also suggest that the other project, at least at the moment, would appear to be better suited to wikibooks --Spuzzdawg 13:54, 15 May 2007 (UTC)

Organization
I was surpried to see the small amount of content in this section of the wikiversity. As a suggestion, I think that instead of starting the lesson on electronical elgeeniring with mathematical laws, the lesson should begin explaining what is and what is not electronics.

Also, since electronics is so broad, it will be very difficult and pointless to try to have very specific and in depth information on all subjects. Also, consider that to give an adequate course on a given subject, you need a very good understanding of that field and nobody has a very good understanding of every field of electronics. So,I sugest we give a overview of electronics with in depth articles

I would recoment something like the following:

What are electronics. What an electronic signal is. Explain voltage and current and how it represent the information of interest in a signal.

Explain the difference between passive electronics devices and active electronic devices.

Explain the difference between analog and digital. (A good explanation is needed here, not just the incorrect usual "analog is dead, digital is the future").

The resistor, and its laws (ohms, kirchol, etc.) Some simple resitor networks (all direct current or voltage only).

Better concept of how the information of interest can be represented by and electronic singal, introduction of Alternating current, Frecuency and phase concepts.

Pasive analog electronic components: Resistor Capacitor and Inductor and their propieties. Some simple filters.

Pasive analog filter design.

Active components: Diode, Bipolar transitor and MOSFET transitor.

The most important analog building block : The operational amplifier

Opamp configurations: Add, substracnt, multiply/divide, integrate and diferentiate.

Digital Logic: Diferences between analog and digital.

Binary system, Boolean logic, and basic memoryless digital gates.

Digital gates with memory: Flip flops.

Finite State Machines.

Some sugestions for In-depth articles:

Analog system processing. Digital system processing. Moore's Law and system integration. Fabrication of semiconductor devices. Analog Active Filter. Microcontrollers MOSFET transistor modes, regions of operation, and frecuency response. Bipolar transistor modes, regions of operation, and frecuency response. Diferencial pair.

Just some thoughts. Let me know what do you think. NightHawk

Misericordia 22:50, 30 September 2006 (UTC)

I agree with this, further I would like to propose the following amendments.

Since the discipline of electrical engineering is so broad, I think it would be worth while to break it up into several main groups, in particular:

- Electronics (all of the pages submitted thus far would fall under this category)

- Power Systems (something like three phase power)

- Control Theorey (variable gain, PID, statespace)

- Signal Processing (fourier transform, filter design, concept of spectra)

- Analogue Communications (AM/FM modulation techniques, filter design)

- Digital Communications (digital modulation techniques eg, ASK, QPSK; it may be worthwhile to look at coding techniques eg turbo coding, shannon's limit; there's always CDMA to look at as well)

- RF communications (high frequency effects, impedance matching, smith charts)

please let me know what you think.

Misericordia

At U of T we have the following divisions within electrical:

Photonics: fiber optics, lasers, and light based technologies and also optical communications systems (at the physical layer)

Power: energy systems, motors, generators, various power converters, solar power

Communications: large group which includes information theory, signals and systems, encryption, digital signal processing, digital modulation techniques (ASK, QPSK, etc), wireless communications, error control coding, computer networks, multimedia systems.

Electromagnetics: transmission lines, microwave circuits, waveguides, antennas, computer simulation of EM problems like FDTD or method of moments,

Biomedical - ?? not sure exactly but they study how to address medical problems using electrical technolgies e.g. nuclear magnetic resonance imaging. This field is new and interdisplinary.

Electronics - essentially electronic circuit. They also create some RF circuits so there is overlap with Electromagnetics. They tend to be more focuse on RF circuits as part of a larger system.

Computers - microprocessors, computer architecture, compilers, programming languages, distributed systems, digital hardware, embedded systems, operating systems, digital logic design, databases, etc.

Systems Control - Feedback control systems. This is a very large field with a lot of theory so it is a separate discipline. Topic include: robust control, adaptive control, observability, controlability, real time control, nonlinear control etc.

It should be noted that these divisions are based on focus. There is however some overlap. For instance: both computer engineers and electronics engineers are interested in VLSI Cmos digital logic design. However in general the focus of computer engineers is more on creating processors or digital logic circuits. The focus of electronic engineers is on the circuits themselves and also on integrating them with A/D converters, analog circuits etc. The Electronics engineers tend to be more on the analog side and computer engineers more on the digital/microprocessor side. --70.49.57.198 23:54, 9 November 2006 (UTC)

Newbies wanting to help...
Just a question: I'm currently studying Electronic Engineering and would like to (try to) contribute to the lectures. I'm not sure as to how it works, exactly, do we just fall in and type up contibutions or add to the empty topics, or are things happening in some certain order, i.e certain topics hetting allocated to certain people?

Regards,

R00ik0p

196.31.32.59 20:45, 23 November 2006 (UTC)

 * Nothing happens in any particular order, you are welcome to edit anything at any time. This is a wiki! I would recommend you register for a username though, so that people can identify you, and you can get credit for all your contributions. --Whiteknight 18:35, 14 December 2006 (UTC)

Old Engineer, New to Wikiversity
Hi all. I studied Electronics & Electrical Engineering ('96) and I'd like to help out constructing these pages. I've already added a little bit under Silicon.

Teddy Bear 13:12, 2 March 2007 (UTC) Teddy Bear

Hi
Hi! Why they heck won't they let you use the same username for all wikimedia projects. Oh well whatever. Hi I am commonly known as NightFalcon90909 and someday when I am not being lazy I will actually sign up for wikiversity. In the meantime, I will be randomly visiting the pages in the school and generally cleaning up. I am still in highschool but am very interested in electronic/electrical engineering specifically. SO. I will clean up pages when I notice it, I will take stuff from Wikipedia and Wikibooks to improve these pages, and generally be a pain :-D 24.115.203.92 19:30, 21 March 2007 (UTC)

School: Electronic Engineering redirecting to Topic: Electronic Engineering
Why has the electronic school been removed and placed in the topic namespace? This seems to contravene the purpose of the different namespaces as explained to me in wikiversity_talk:namespaces. The entire outline for the course seems to have also been changed and not for the better in my opinion. --spuzzdawg 15:58, 30 May 2007 (UTC)

}}

program layout questions and issues
the layout of the program ee seams a little odd  now i learned the technician method rather than engineering method but it seams the order of things is a bit off. heres some ideas i just put to paper also heres a coarse layout from devry if a couple others could find there coarse layouts and post them see if we can come up with some ideas. devry coarse layout all degrees anyhow its starting thougt hope it gets some pepole thinking     thers also a eet(ee) plan of study in that pdf at the top  and ya ect is 5 terms  i didnt post the last one if someone else has some ideas or contenuations on this  thats great   but i do think we need to look at it Eadthem 05:39, 28 September 2007 (UTC)

looking at it again most of its prob that i took technician track rather than engineering track i still think the first courses need to start off with simpler stuff as well as basic breadboarding and circuitry before doing any logic circuits Eadthem 06:08, 28 September 2007 (UTC)

Level 0
added lvl 0 to the corse list  and some ideas i am thinking of remedial stuff here. intro to electronics,  Likely someone could skip allot but it would be there to bring every one up to speed under basic spice,   It was a thought perhaps the basics of a cad program  LTspice/switcher cad III beaning 100% free,  gEDA as its open source possibly harder to run,  and multisim  not free by any measure but widely used. test equipment was thinking how to use digital and analog  handled and bench meters hp has a nice standard bench meter. couple modals of oscopes ive got a analog tektronix 2246 prob a digital textronics would be nice to agilent is also rather popular so prob a digital one of them   maybe a bk precision and a pc oscope. also power supples as money will be tight for a lot of people. how to use battery's for circuits i know bk precision and i think hp/agilent make some standard looking analog and digital supplys. personally planning to put my schematic for a simple dual isolated supply up eventually when time comes as its not hard to build signal generators i only ever used a agilent digital signal gen i know theres others  prob would be nice to have one from a couple other makers. also for the above test equipment thinking would be nice to have hints and tips for buying ones own equipment off ebay or in store. the other 2 courses i think are likely needed as to what else should be in them  i don't know for sure. the following at level 0 are here for ideas on the talk page. Eadthem 05:25, 30 September 2007 (UTC)
 * EE ??? Intro to Electronics
 * Breadboarding, Basic spice, Soldering, test equipment
 * EE ??? Intro to Computers
 * Hardware basics, OS basics, Software basics
 * EE ??? Intro to Engendering Math
 * Algebra, Geometry, Trig

class descriptions
i think it would be nice to have these on all ower classes  i've put 4 out there already so you can see what it would look like or at least 1 idea for it. Also there are some classes that are less than clear exactly what thay cover and there pages arnt created yet. I suggest rather than start on them just to have a this is what this covers, on a page, putting a description below the class link this way if we need to alter the names of pages it wont take a move+redirect. Then we can make the pages when we have actual content to place on them. Eadthem 05:25, 30 September 2007 (UTC) for presveration shuld we decide to go back Level 0 the following at level 0 are here for ideas on the talk page. EE 001 Introduction to Engineering Principles Engineering throughout history,engineering types,engineering job market,expectations and ethics, PE Licensing and other certifications EE 005 Introduction to Computers Hardware principles,basic operating and file system usage,introductory software usage and design EE ??? Intro to Engendering Math Algebra, Geometry, Trig EE 090 Introduction to Electronics Basic Electric definition and principles,basic measuring devices,introductory breadboarding and solid state devices, basic spice, soldering and schematic basics Eadthem 08:30, 3 October 2007 (UTC)

class nav template
i've suggested a basic layout for page names and made a template for class pages its in use in the EE111 class. full class name/full lecture name EE_111_Digital_Electronics/Lecture_6%2C_Flip-flops Eadthem 05:25, 30 September 2007 (UTC)

class name proposal
I talked to jwschmidt and couple others on irc and a lot of people don't like the class number/name system for pages current system proposed system 1 this is what i have been using lately. proposed system 2 proposed system 3 ideas thoughts comments??? Eadthem 00:48, 2 October 2007 (UTC)
 * classes
 * EE 111 Digital Electronics
 * lectures
 * EE_111_Digital_Electronics/Lecture_6%2C_Flip-flops
 * advantages
 * easy for someone who is trying to learn in classes
 * pages show in order by department(in the categorys)
 * problems
 * apparently confusing to a lot of people.
 * others also wouldn't be to hard to follow along in classes if they are done right.
 * classes
 * EE_Digital Electronics
 * lectures
 * EE_Digital_Electronics/Lecture_6%2C_Flip-flops
 * advantages
 * pages show in order by department(in the categorys)
 * problems
 * maby little confusing at first? likely not a prob to someone interested in the field
 * classes
 * Digital_Electronics_EE
 * lectures
 * Digital_Electronics_EE/Lecture_6%2C_Flip-flops
 * advantages
 * pages show in order by class and you can still tell witch department there related to(in the categorys)
 * problems
 * maby little confusing at first? likely not a prob to someone interested in the field
 * classes
 * Digital_Electronics
 * lectures
 * Digital_Electronics/Lecture_6%2C_Flip-flops
 * advantages
 * like wikipedia
 * problems
 * like wikipedia perhaps makes it harder for someone to say learn on here as they would in univeristy (more of difference only to class names)
 * possible name collisions "analog electronics" for engineering  "analog electronics" for techichan (electron flow / hole flow |see hole vr electron see the find out why's)

online resources

 * United States Navy Electronic Training Course
 * Electrical Engineering and Computer Science - Thank you guys! this is great website! I have learned much from it, and also, this MIT free online website may do some helps. Please contact them if anyone need any source... (Comment moved to appropriate section --Gbaor 06:15, 21 July 2008 (UTC))

School Face Lift
Hey pips. Please comment on face lift for the department. Colour scheme can be discussed as well. Thanx! Thuvack 10:58, 3 April 2008 (UTC)

 * I was thinking PCB green the black on dark purple isnt working thow hard to read Eadthem 23:34, 4 April 2008 (UTC)
 * PCB Green sounds good, Anyboy-else with other suggestion. If this is the only suggestion after a week, then I'll change Box-headers to PCB Green. -Thuvack 15:28, 8 April 2008 (UTC)
 * ✅- What should we change the background colour to, I dont think lavender goes well with PCB green. - Thuvack 12:56, 10 April 2008 (UTC)
 * well theres 2 shades of PCB green
 * copper PCB greenMask PCB green
 * althow those colors prob arnt best, generally a PCB will use thick white lettering for all labels and text.
 * If you really wanted to implement PCB green you should have masked copper as the headers and mask green as the body   and white font with no flourishes   say  aerial  witch wiki already uses.Eadthem 11:59, 11 May 2008 (UTC)
 * Please have a look at this proposed School Face lift. It incorporates catergorisation and course wish list on sub pages. Also Department news are moved to a sub page. Please see this discussion for clarity on motivations towards this standardisation. I will wait a week for comments before implementing this change.;-)Thuvack 05:47, 17 July 2008 (UTC)
 * ✅ -- Please comment--Thuvack | talk 11:08, 28 July 2008 (UTC)

 * }

title: School talk:Electronic engineering


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User:Dej nuanchan

My name is Panudej Sirisupsoonthorn,Thai,fifty years old. My problems are serious because I don't understand all paragharps that I read. I always try right or wrong so forgive me if make anyone annoy. I want to learn more from this website, hope you give me the chance. Thanks you.

title: User:Dej nuanchan


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BCP/Galium aparine

Galium aparine

title: BCP/Galium aparine


text:
BCP/Glechoma hederacea

Glechoma hederacea

title: BCP/Glechoma hederacea


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BCP/Helleborus foetidus

Helleborus foetidus

title: BCP/Helleborus foetidus


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BCP/Helleborus x hybridus

Helleborus x hybridus

title: BCP/Helleborus x hybridus


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BCP/Helleborus niger

Helleborus niger

title: BCP/Helleborus niger


text:
BCP/Prunus laurocerasus

Prunus laurocerasus

title: BCP/Prunus laurocerasus


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BCP/Ficaria verna

Ficaria verna, previously Ranunculus ficaria

title: BCP/Ficaria verna


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BCP/Geranium maculatum

Geranium maculatum

title: BCP/Geranium maculatum


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BCP/Hyacinthoides non-scripta

Hyacinthoides non-scripta

title: BCP/Hyacinthoides non-scripta


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BCP/Hesperis matronalis

Hesperis matronalis

title: BCP/Hesperis matronalis


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BCP/Galium odoratum

Galium odoratum

title: BCP/Galium odoratum


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BCP/Leucanthemum vulgare

Leucanthemum vulgare

title: BCP/Leucanthemum vulgare


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Template:Bv

Welcome to Wikiversity. We invite everyone to contribute constructively to our project. However, some recent edits of yours are considered vandalism and are immediately reverted. If you wish to continue being able to edit, please help to improve works instead. Thank you.

title: Template:Bv


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Template:Uw-vandalism3

Please stop your disruptive editing. If you continue to vandalize Wikiversity, you may be blocked from editing.

title: Template:Uw-vandalism3


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Wikipedia studies/Fundraising

By some estimates, advertising at the Wikipedia website could generate many millions of dollars each year. Would advertising on the Wikipedia website disrupt and damage the project? What options exist for fundraising?

New ideas for fundraising
As a fund-raising device, Wikipedia might encourage donations made in the name of certain Wikipedia edits, disputes, arguments, editors, policies. Currently donors can leave 200-character comments along with their donations. It may suffice to popularize this idea if Wikipedia were to simply announce that the donation-comment feature can be used for this purpose. Doing so might generate enough comment and interest to increase donations. But further: a special template could be provided to create an entry on a page listing all such donations and disputes; the $ symbol could be used to register the donation in an entry on the History page of a disputed article (like the 'm' symbol currently used to denote a minor edit); and the 200-character restriction increased (or not), or the restriction could be adjustable based on the size of the donation. The motivation for donors would be to attract attention to a matter of importance to them. This mechanism might result in fewer edit-wars, or at least turn edit-wars into a funding source. Eye.earth 18:28, 22 May 2009 (UTC)

Wikipedia.com stable versions fork
This proposes that the wikipedia.com entry page for each language would look like the wikipedia.org/wiki/Main_Page. Pages at wikipedia.com would: 1) not have the normal set of buttons for editors and 2) every page at wikipedia.com would have page content-related ads in the side-bar. This fork would be non-wiki-like in that it would not be equipped to allow editing of article content at the fork. The "stable versions" of Wikipedia articles would be selected by providing Wikipedia administrators with a "fork" button that allows them to send "approved/stable/non-vandalized" Wikipedia pages to the .com fork. Each article page at wikipedia.com would have a "history" button and people could cite/link to any of the past page versions. Each page at wikipedia.com would have a "no ads version" link to the corresponding page at wikipedia.org. The wikipedia.com website could be a "stripped-down wiki" with just category, portal, Mediawiki, image, and main namespace pages selected by Wikipedia administrators for use at the .com fork. There might be a small number of help pages specifically made for the wikipedia.com website, but all other pages would be copies of existing pages at wikipedia.org. Any "red links" (no corresponding page at the wikipedia.com website) would automatically link back to wikipedia.org.

 * Pros
 * There would never be any ads at wikipedia.org (all ads are at the wikipedia.com fork)
 * People using wikipedia.com would know that they are going to see side-bar ads and would aways have the option of returning to ad-free wikipedia.org
 * Using wikipedia.com would allow us to begin to explore how many people want stable Wikipedia article versions (no vandalism) and do not mind seeing side-bar ads.
 * Perhaps articles at Wikipedia.com could be of such high quality that they would match or surpass that of time tested encyclopedias that are trusted for reliability and validity.
 * Maybe it could become normal for teachers to allow or encourage it's use in papers.

 * Cons
 * Might require some specialized "curators" who would be able to edit/add some pages to the wikipedia.com website so as to correct any problems that arise from simply importing pages from wikipedia.org.

title: Wikipedia studies/Fundraising


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User talk:Hillgentleman/20070528030305

Yes. Now can you write one for matrix multiplication?
20070528143743 This message is transcluded onto both talk pages. You can reply on the spot, if you choose to reply. --Hillgentleman|Talk 14:37, 28 May 2007 (UTC)
 * Comment: Yes. Somehow the wikisyntax is rich enough to allow text editing and programming cohabitate.
 * reply[]

What links here

20070529232619
 * Comment:

I'll have to put the matrix multiplication stuff on the back burner...but I won't forget about it! --HappyCamper 23:26, 29 May 2007 (UTC)
 * reply[]

What links here

title: User talk:Hillgentleman/20070528030305


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User talk:Zim~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Zim. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Zim~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 23:48, 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) 06:25, 19 April 2015 (UTC)

title: User talk:Zim~enwikiversity


text:
User talk:Taza524~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Taza524. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Taza524~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:23, 19 April 2015 (UTC)

title: User talk:Taza524~enwikiversity


text:
User:Rivcal~enwikiversity/Ms. Ruther's class

Hello to all

This page is dedicated to my students.

My students will create content in various academic sections. Currently, they will be working on Basic Math, Algebra I, Simple Geometry, and California Math Standards.

Nobody learns as well as the person who is teaching. Once you know how to add 2 + 2, then you should teach that to another person.

First the class will have an overall topic outline. Within that outline, there are subtopics.

Since this is an open source portal, others may be writing on the same topic. One must first see if that topic has been started. If your topic is already written, you may edit the page if you can show that it is not readily understandable. Present your proof in your project paper.

You may also add something to an existing page such as comprehension exercises. Do an Internet search for "Gardner Multiple Intelligence" and "learning styles." Add content based on this. Simple hands-on projects are great. Have a check comprehension section at the end of your article.

If your topic is quite adequate and complete, choose another topic.

Read the help section before beginning anything on this site. The help tab should be at the top or side of this page.

This is a work in progress that will be used worldwide. Your contribution is meant to help others, free of charge.

Since you wrote the article, you understand the content and what you meant to say. Yet, the reader may not understand or may misunderstand. Keep the language as simple as possible. Your reader/audience may have limited English skills.

You are to have two people, who do not know the topic, read it and determine if they are able to learn without any outside help. A younger brother or sister is a great candidate to check reading and comprehension ease. Listen to what they have to say works or does not work for them. Edit your page until you reach this goal.

One final word, although you may use your textbook and other such materials, you may not place copyright material onto this site. You will have to reinvent the wheel. Although 2 + 2 is the same in every textbook, how you present that information is not the same. Do not violate copyright laws. Do not plagiarize.

Any teacher may use this page, but please do not edit the content. My students should check the history to see if anything was changed.

Good Luck

Ms. Ruther


text:
User talk:Rivcal~enwikiversity

Welcome
Hi, Rivcal. I listed Ms. Ruther's class at School and university projects and included it in Category:Real world school for now. Thanks! -- CQ 21:12, 28 May 2007 (UTC)
 * page moved to User:Rivcal~enwikiversity/Ms. Ruther's class. A user essay could be a subpage of a resource, but ... simplest now, especially since it seems to be abandoned, to move it to user space, which could have been done originally, if they'd had a crystal ball. --Abd (discuss • contribs) 03:29, 12 September 2015 (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 Rivcal. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Rivcal~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 23:51, 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)

Ms. Ruther's class
Hello. Your page has been proposed for deletion because it appears to have been abandoned. Please see if you can improve it.  Green Giant  ( talk )  22:10, 1 September 2015 (UTC)
 * I moved this to User:Rivcal~enwikiversity/Ms. Ruther's class, just in case you show up, Ms. Ruther. I removed the proposed deletion template, the page can sit in your user space for donkey's ages.

 * In case you were user Rivcal on en.wikipedia, I've emailed you through the Wikipedia interface, I hope you don't mind. (I don't have your email address, and won't, unless you respond to me by email. --Abd (discuss • contribs) 03:12, 12 September 2015 (UTC)

title: User talk:Rivcal~enwikiversity


text:
8:00 class/28 May 2007

{{{Historical}} This is an archive of Wikiversity current events from 28 May 2007. Note: Wikiversity passed 3,000 "legitimate content pages" and 125,000 page edits.

Colloquium summary
Short summaries of active discussions at Colloquium.
 * Colloquium - What should Wikiversity main namespace pages be called? Articles? Learning resources? Learning objects?

Internet Relay Chat topics of the day
Re-cap of topics discussed in #wikiversity-en.
 * Percent complete
 * Categories
 * Barnstars
 * Template Taskforce
 * Wikiversity at Wikibooks put up for deletion
 * Decision Making
 * Linking from Wikipedia pages to Wikiversity pages. Related: Template for linking Wikipedia articles to Wikiversity projects.
 * What should we call Wikiversity participants? Wiklars? Wikiveritans? Wikiversitarians? Wikimedians?
 * What should main namespace pages be called? Related page: MediaWiki:Nstab-main.

Email discussions and blogs
Summaries of Email discussions and blogs with relevance to Wikiversity participants.
 * Wiki elitism by Geoffrey Burling.
 * Wikikids by Mathias Damour. Related: Is Wikiversity too oriented-towards college students? See: Pre-tertiary portal.

Recent changes
Today's trends in active editing efforts.
 * User:Hillgentleman working on templates such as Template:Iterate.
 * User:SB Johnny working on Bloom clock project.
 * User:Remi continuing categorization, stubifying and linking.
 * User:CQ developing User:CQ/2007.

title: 8:00 class/28 May 2007


text:
User:Marc Schmid

Marc Schmid

de:Benutzer:Marc Gabriel Schmid

title: User:Marc Schmid


text:
Data structures/Introduction

Data Structures ?

Data Structures
Data structures, as is apparent from the name, is a "good" way of holding data. Before attempting to define good, lets see why such a thing is really needed. Every application or program has its set of requirements. Let's take the classic example of a student database at a university. Say, this database needs to hold information like student particulars, staff particulars and course particulars. The data elements student, staff, and course are not trivial elements, they are made of other elements. For instance, the student element is made up of the name element, the age element, and so on. It would make a lot of sense(and a lot of things easy), to hold all the relevant information together. Same is the case with staff element. The structures which help hold such pieces of related information together is called a data structure.

The course element, as one might observe, is more complex. It is made up of the staff(the instructor-in-charge and other instructors), and student(registered student element). The whole thing can be implemented in two ways. One, make a complex element called course, which holds the student and staff elements. This would mean redundancy, as the student and the staff elements already exist, with or without the course element, as they are separate entities. Very obviously, this is a bad solution. Instead, we could have "links" to the already existing student and staff elements. Again, very obviously, this is a more efficient solution (assuming "links" are properly defined). In this case, we have optimized the element or the Data structure for efficiency in terms of space.

Data structures and efficiency
The course element we have designed now seems efficient. But there is an upside to this. Consider a scenario, where the system is presenting a course details to a user. When it needs to present the list of students or staff, it needs to take the link and follow it. Having the elements directly in there would have saved us this overhead. That is, in an attempt to save on space, we are loosing on running time. The reader needs to understand that this loosing time is only relevant in this particular use case of having to display course details.

As is apparent, efficiency of data structures is two fold: Space-wise and Time-wise. The level of compromises one has to make on either depends on the user requirements.

Basic data structures
Linked-List: A linked-list is one of the most basic data structures available. Each element (called a listNode) contains the data being stored, and a pointer to the next, and previous objects in the list (called "next" and "prev" respectively.) Then, we have 2 pointers that point to the first, and last listNodes. In this way, we can find any element in the list, simply by starting either at the beginning or the end, and using the "next" or "prev" pointers to trace through the entire list.

This data structure is very good at inserting elements into the list, since insertion only needs to create the new object, and modify a couple of pointers. However, finding a specific entry in the list takes longer, because following pointers is relatively slow.

Vector: A vector is an array that resizes itself when it doesn't have enough room for its contents. When a vector runs out of space, it will allocate a new chunk of memory that is double the size, and copy all of its current entries over into the new array. This means that the vector's internal structure should have at least 3 things: a pointer to the current array, an integer for the array's size, and another integer for the number of objects being stored. Whenever the number of elements exceeds the size of the array, the array is reallocated, and the old entries are copied over.

This data structure has nearly the same time complexity as an array, since they are driven by basically the same concepts. Adding or removing items from the end is very fast. However, inserting or deleting an item from anywhere else requires all elements above the one being inserted to be shifted, resulting in heavy slowdowns. Searching is fairly quick with vectors. Index lookups are completed in constant time, and searches in a sorted vector can be completed in O(log n). If the vector is unsorted, then it would take O(n) time to find an item. However, a vector is typically quicker than linked-lists for these linear searches, since working in an array is far more efficient for the processor, and results in lots of cache hits.

Note, however that vectors are not suitable for time-critical scenarios, since they face seemingly random slowdowns, when the array has to be reallocated.

Hash Table: A hash table is an array that uses keys for quick look-ups. Using the example at the top of the page, say that we were wanting to store "Student" objects, which contained information on currently enrolled students. In order to use a hash table, we need to select a key. (Preferably a numeric one.) In this example, we would use the Student ID as the key is guaranteed to be different for every student, and it is a number.

This key is put through some sort of calculation so we can link this key to a particular entry inside the array. However, since there are many possible different values for a key, and relatively few spots inside the hash table, there will be collisions when more objects are added to the hash table. There are many different algorithms used in hash tables. Some of them are:

 Separate Chaining : Every entry in the hash table's array is actually a linked-list. We perform look-ups by taking the modulus of the ID and the length of the array, to get an index. Then, if two entries collide, (i.e. they try to use the same index) the second entry is simply added into the linked list. This algorithm is very simple, and good for small databases. However, if many objects are added to the table, lookups will stop being O(1), and will begin looking more like O(log n) searches, or worse.

 Non-Linked List Methods :

These algorithms use vectors with wrap-around, that will resize themselves once they get too full. Most implementations will say a hash table is "too full" when the table is 50% filled.

 Linear Probing : Every entry in the array contains a "status" field, which can either be EMPTY, FULL, or DELETED.
 * When inserting, we take the modulus of the ID and the array length, and if it collides, then we simply increment by 1, until we get to a spot with an EMPTY or a DELETED flag.
 * When looking-up, we take the modulus of the ID and the array length, and if it collides, we increment the index until we either find the value, we get to an EMPTY slot, or until we have traversed the entire array.
 * When deleting, we perform a lookup, and if we find the value, we set the "status" to DELETED.

 Quadratic Probing : This method is very similar to the Linear probing example. The main difference, is that instead of incrementing by 1, we increment by perfect squares. (i.e. 1, 4, 9, ...) This is done, because it can be mathematically proven that if we increment by perfect squares, keep the table under 50% full, and make the table size a prime number, then we will always be able to find an EMPTY or a DELETED spot to insert into. (i.e. We will never enter an infinite loop.)

Note: When doing lookups in quadratic probing, we want to test the original spot, then test the (original spot)+1, then the (original spot)+4, etc.

In all situations, the length of the array is a prime number. If the hash table needs more room, the hash table will find its new size by doubling its current size, and then increasing this number until it is prime. This way, it will avoid situations where various IDs will collide often, because they are multiples of the table-size.

If we need to "re-hash," we resize the old table using the method described in the previous paragraph. We then go item-by-item through the old table, and insert them into the new one.

Generic data structures
The concept of data structure is very requirement-specific. Almost every application which has a good deal of information needs to define its own ways of storing and retrieving data. But, some patterns of requirements have been noted more often than others, and data structures for these have been studied in general. We look at two of them here.

Queues: This is one of the most commonly used data structure. In many cases, one needs a data structure, which hold a set of items, and present the item which had arrived the first. For instance, a lift which queues all the reqest for stops(thought lifts do more complex stuff). This is represented by what is called a Queue data structure.

Dictionary: This is also a very commonly used structure. Imagine having to search for a word in a list of thousands or millions of words. Going through the entire list would be very complex. Given that every two different words have atleast one alphabet difference, we can fairly confidently say that we can come up with a function, which when given the word, can locate a small possible range where the word will exist(i.e. the word is added in that range, using the function). A well devised function can reduce the effort required by hunderds of times. Such a data structure is called a Dictionary, and a very common implementation is called the Hash table.

Tree: It isn't a kind of linear data structure.

--202.65.155.140 19:44, 28 May 2007 (UTC): Vicky

ja:Topic:データ構造

title: Data structures/Introduction


text:
Wikiversity:Requests for custodianship/Student Galaxy

Student Galaxy
Hello, I am a very experienced editor at wikiversity and I have had up to 6 months experience, being here since November. In this time, I have been very involved in the community creating many pages, often welcoming new users, and helping cleaning up vandalism on many occassions. I think I could do with the admin tools here as I am careful in what I am doing and I often avoid breaking rules and rushing in without thinking. I like to have responsibles, and I know there is no fun in becoming a trusted member of the community, but I am sure I could manage it. Student Galaxy 21:02, 28 May 2007 (UTC)

Questions and dicussion
Special:Contributions/Student Galaxy frankly (in my opinion) does not indicate much "custodial" type of activity, but this should not exclude your nomination as a probationary custodian. My hope is that your editing activities will grow to include a bit more Maintenance and get more "maturity" as an editor of learning resources. My intent is to encourage you to be patient and show some more diligence - not to discourage your nomination. Hang in there, Student Galaxy! -- CQ 21:41, 29 May 2007 (UTC)

Comment: I really hate to do this, but I'm afraid I must strongly oppose Student Galaxy's nomination for now. CQ is right on the money: hang out a bit more, and if you find you need the tools, you'll ceetainly have them. --SB_Johnny | talk 23:30, 29 May 2007 (UTC)


text:
User talk:Rhass

Student Galaxy 21:06, 28 May 2007 (UTC)

title: User talk:Rhass


text:
Talk:Wikibooks

Complimentary not Competing?
It seems that there is some "political" history between Wikibooks and Wikiversity. I don't see why they can't compliment each other. A Wikiversity learning project can be the community/classroom surrounding a particular Wikibook. I hope that both sides (Wikibooks and Wikiversity) can let go of any emotional part, and look objectively at how the two sites can interact in a coherent manner.

In either case, I don't think this page clarifies enough what the differences are, and distinguishes what content belongs on Wikibooks and what content belongs on Wikiversity. --Jacob Walker 21:39, 28 May 2007 (UTC)

 * It should be noted that it was only one admin on en.wikibooks who created a VfD notice about Wikiversity that started the whole thing off, and then I created a "new project proposal" on Meta when there were a bunch of "yeah, I want it gone too", with as many if not more "NO!, keep Wikiversity here and alive!" For Wikibooks, this was by far and away one of the most controversial and contentious issues that has ever come up, passing even the Video Game Guide issues that have plagued Wikibooks recently.

 * In many respects, I'm saddened about the apparent lack of cooperation between Wikibooks and Wikiversity. I know that Wikiversity and Wikibooks do share a couple of administrators, but the idea of linking the various schools of Wikiversity with specific books on Wikibooks seems to be lost now.  At the same time, I've seen the Wikiversity community simply take off and go into directions that I know that Wikiversity as a part of Wikibooks would never have done.  The spark of originality and thinking of wild and crazy things seems to be happening now at Wikiversity, as it once did seem to happen on Wikibooks to a lesser extent.  I just don't know how you can explain this different set of communities in such a mission statement like this page.  --Robert Horning 22:36, 28 May 2007 (UTC)
 * Au contraire, Robert. Many Wikiversity participants have habitually kept Wikibooks content in mind since the creation of Wikiversity as its own Wikimedia project. See Wikiversity and Wikibooks services for some examples of Service activities in support of Wikibooks -- CQ 20:59, 29 May 2007 (UTC)
 * I think we could do better at encouraging cooperation between the projects, but there is no active attempt to prevent such cooperation. --JWSchmidt 23:59, 29 May 2007 (UTC)

Do we have a Transwiki template from here to WV ?
Hi, I was just asked this. Did not find anything besides this. Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 19:54, 16 February 2008 (UTC)

Out of date
This is out of date, and should be fixed up. – Mike.lifeguard | @en.wb 18:19, 21 October 2008 (UTC)
 * Be bold! The Jade Knight (d'viser) 19:16, 21 October 2008 (UTC)
 * It's on my to-do list; that was a "note to self" – Mike.lifeguard | @en.wb 19:36, 21 October 2008 (UTC)
 * Ah, ok. The Jade Knight (d'viser) 19:46, 21 October 2008 (UTC)

title: Talk:Wikibooks


text:
User:Rhass

Wikiversity : A dream comes true !

I dreamt of such a thing!! Rhass 21:48, 28 May 2007 (UTC)

title: User:Rhass


text:
User:Joechoda

Aloha i am a Canadian of scottish and czech background [waay back] 7th generation Anglophone Canadian who can impress with my knowledge of french .. but its not very coherent.

title: User:Joechoda


text: User talk:Tashabellini

title: User talk:Tashabellini


text: User talk:Marc Schmid

title: User talk:Marc Schmid


text:
File:Screen Shot Beethoven 9th 4th.png

Used with the WikiU Film School Lesson on how to create music for motion pictures.

title: File:Screen Shot Beethoven 9th 4th.png


text:
Portal:Wikimedia

Welcome to the Wikiversity Center for the Study of Wikimedia, a content development project where participants create, organize and develop learning resources about the Wikimedia Foundation and the Wikimedia wiki projects.

Learning resources

 * Wikimedia
 * History of the Wikimedia projects
 * Wikimania
 * Wikipaediae]

Mediawiki
The software that supports Wikimedia wiki project websites.
 * Topic:MediaWiki
 * Semantic prosthetic - how can Mediawiki be modified to support online learning?

title: Portal:Wikimedia


text:
File:Screen Shot Beethoven 9 imported into GarageBand.png

Used with the WikiU Film School Lesson on how to create music for motion pictures.


text:
File:Screen shot of intermediate step in GarageBand.png

Used with the WikiU Film School Lesson on how to create music for motion pictures.


text:
File:Screen shot of two cords in GarageBand.png

Used with the WikiU Film School Lesson on how to create music for motion pictures.


text:
File:Screen shot of completed notes in GarageBand.png

Used with the WikiU Film School Lesson on how to create music for motion pictures.


text:
File:Screen shot of final levels in GarageBand.png

Used with the WikiU Film School Lesson on how to create music for motion pictures.


text:
File:Screen shot of chord trimmed in Audacity.png

Used with the WikiU Film School Lesson on how to create music for motion pictures.


text:
Template:Euclidean algorithm

The greatest common divisor (g.c.d.) of and  is

Euclidean algorithm/running||}}

title: Template:Euclidean algorithm


text:
Template:Euclidean algorithm/running

= 0

title: Template:Euclidean algorithm/running


text:
Template talk:Euclidean algorithm/running

The greatest common divisor (g.c.d.) of 22 and 100 is =(100,22) =(22,12) =(12,10) =(10,2) =(2,0) =(0,Division by zero)
 * ( 22,100 )

The greatest common divisor (g.c.d.) of 3 and 5 is ( 3,5 ) =(5,3) =(3,2) =(2,1) =(1,0) =(0,Division by zero) The great common divisor is 1.


text:
History of the Wikimedia projects

Welcome to the History of the Wikimedia Projects learning project where participants explore the history of Wikimedia Foundation wiki projects.

Wikipedia
See: History of Wikipedia. See also:Topic:Wikipedia studies

Activity. Create History of Wikipedia and make an expanded history of Wikipedia. For example, the "History of Wikipedia" article at Wikipedia says nothing about how it was decided to use the GFDL.

Wikiversity
See: History of Wikiversity.

Activity. Maintain a "living history" of Wikiversity.

Questions

 * Which wiki projects do not use the GFDL? Why do they not use the GFDL?
 * example: German Wikiversity

title: History of the Wikimedia projects


text:
Template talk:Euclidean algorithm

The greatest common divisor (g.c.d.) of -10 and -4 is ( -10,-4 ) =(-4,-2) =(-2,0) =(0,Division by zero) The great common divisor is -2.

The greatest common divisor (g.c.d.) of 1000 and 324 is ( 1000,324 ) =(324,28) =(28,16) =(16,12) =(12,4) =(4,0) =(0,Division by zero) The great common divisor is 4.

The greatest common divisor (g.c.d.) of -10000 and 4031 is ( -10000,4031 ) =(4031,-1938) =(-1938,155) =(155,-78) =(-78,77) =(77,-1) =(-1,0) =(0,Division by zero) The great common divisor is -1.

title: Template talk:Euclidean algorithm


title: Template:7x


title: Template:8x


title: Template:15x


title: Template:22x


title: Template:23x


text:
Template:Factorise

The number is factorised into

=1

title: Template:Factorise


text: Template:Factorise/running

title: Template:Factorise/running


text:
Template talk:Factorise/running

The number 4 is factorised into 4 =2x 2 =2x 1

The number 12 is factorised into 12=1x2 x2 x3

The number 12 is factorised into 12=1x2 x2 x3 10 gives The number 7 is factorised into 7=1x7

100 gives The number 97 is factorised into 97=1x97

title: Template talk:Factorise/running


text:
Template talk:Factorise

The number 6 is factorised into 6=1x2 3 x3 1

500 gives The number 497 is factorised into 497=1x7 x71

500 gives The number 499 is factorised into 499=1x499

1000 gives subst:

200 gives The number 6893 is factorised into 6893=1x61x113

200 gives The number -24547 is factorised into -24547=1-24547

title: Template talk:Factorise


text:
Template:Pipe2

pipe1

title: Template:Pipe2


text: Template talk:Pipe2

title: Template talk:Pipe2


text:
Template:Rightbraces2

rightbraces1

title: Template:Rightbraces2


text:
Template talk:Rightbraces2

}}

title: Template talk:Rightbraces2


text:
Template:Subst2

subst1

title: Template:Subst2


text:
Template talk:Subst2

{{subst:

title: Template talk:Subst2


title: Template:500x


text:
Euclidean algorithm

In this lesson we learn about the Euclidean algorithm, an ancient algorithm for finding the greatest common divisor of two integers.

The idea is as follows. Let p,q be two integers. Let p<q. The greatest common divisor of p and q, denoted (p,q), is the same as (p,q-p), or (p,q-2p),... and so on. Since there is such a q-kp which is smaller than p, the problem is reduced to the simpler one of calculating (q-kp, p). And so on.

For more details and background, see Euclidean algorithm, and Euclidean domain.

Try your hands on Euclidean algorithm
Substitute the following text into the sandbox: first integer

Sandbox
+

The greatest common divisor (g.c.d.) of 4689 and 2346 is ( 4689,2346 ) =(2346,2343) =(2343,3) =(3,0) =(0,Division by zero) The great common divisor is 3.

title: Euclidean algorithm


text:
User talk:Elizabeth92

Hello Elizabeth92, and welcome to Wikiversity! If you need help, feel free to ask the support staff, or ask me on my talk page. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. Be bold, and see you around the Wiki! --Hillgentleman|Talk 03:10, 29 May 2007 (UTC)

 * Take a guided tour

What is Wikiversity
 * Learning projects
 * Research
 * Schools
 * Topics
 * Portals

How to edit
 * How to edit a page
 * Sandbox

 * Learning Projects
 * What Wikiversity is not

Getting Help
 * Questions
 * Research guidelines
 * Help Desk

Getting along
 * Civility
 * Scholarly ethics

 * Contact

Getting more Wikiversity rules
 * Policy Library

P.S. I wish the developing Wikiversity will intrigue you.

title: User talk:Elizabeth92


text:
User talk:Tbsmith

Take a look at Portal:Mathematics. I suggest that you write a short description of your wiki at Hunter-gatherers/Mathematics. --JWSchmidt 03:50, 29 May 2007 (UTC)

title: User talk:Tbsmith


text:
Other Free Learning Resources/Mathematics

The Wikiversity Hunter-gatherers project is devoted to finding learning resources on the internet. An important function of Wikiversity is to provide critical evaluations of learning materials and online learning resources. Hunter-gatherers should participate in the critical evaluation of learning resources by editing the Wikiversity pages that are devoted to evaluating learning materials and describing how to integrate them into courses of study.

Online resources for mathematics
List good online mathematics learning resources below. Be sure to link to these resources from the appropriate Wikiversity pages.

 * Khan Academy
 * ThatQuiz - Math test activities for students and teachers of all grade levels
 * The Statistics Homepage (Statsoft)
 * hotmath
 * webmath
 * Math is Fun
 * Biographies of Mathematicians
 * Math tests bank of math tests online
 * "A Compilation of Useful, Free, Online Math Resources"
 * "List of Interactive Math Websites"
 * Cut-The-Knot
 * The Mathematical Genius in You: a peer-support math group
 * Euclidea: geometric proofs
 * Math Planet math exercises and lessons
 * Symbolab Math problem solver
 * Wolframalfa Man exercises