text:
Computer Architecture Lab/WS2006/Group6/ISA

Memory
Program, data and stack memories occupy the same memory space. The total addressable memory size is 64 KB.

Program memory
program can be located anywhere in memory. Jump, branch and call instructions use 16-bit addresses, i.e. they can be used to jump/branch anywhere within 64 KB. All jump/branch instructions use absolute addressing

Data memory
The processor always uses 16-bit addresses so that data can be placed anywhere.

Stack memory
is limited only by the size of memory. Stack grows downward.

Interrupts
The processor has 5 interrupts – INTR, RST5.5 ,RST6.5 RST7.5 and Trap.

I/O ports
256 Input ports, 256 Output ports

Accumulator
or A register is an 8-bit register used for arithmetic, logic, I/O and load/store operations.

Flag
8-bit register containing 5 1-bit flags:  Sign ,Zero, Parity, Carry set , or borrow during subtraction/comparison.

General registers
8-bit B and 8-bit C registers,8-bit D and 8-bit E registers,8-bit H and 8-bit L registers

Stack pointer
is a 16 bit register. This register is always incremented/decremented by 2.

Program counter
is a 16-bit register.

Instruction Set
Data moving instructions,Arithmetic - add, subtract, increment and decrement,Logic - AND, OR, XOR and rotate,Control transfer - conditional, unconditional, call subroutine, return from subroutine and restarts,Input/Output instructions,Other - setting/clearing flag bits, enabling/disabling interrupts, stack operations, etc.

Addressing modes
Register references the data in a register or in a register pair. Register indirect - instruction specifies register pair containing address, where the data is located. Direct Immediate - 8 or 16-bit data.

Architectural Features of the R8000
The R8000 is a 64bit RISC microprocessor with strong emphasis on floating point performance, that is spcifically designed for supercomputing applications. It implements the MIPS IV instruction set architecture (ISA). The MIPS R8000 processor is designed to deliver extremely high floating point performance. The R8000 key features include:  Multi-component chip set consisting of an integer unit (IU), floating-point unit (FPU), tag RAMS, and 2 MB of data streaming cache Four-way superscalar architecture, six operations per clock cycle True 64-bit microprocessor with 64-bit integer and floating-point operations, registers, and virtual addresses 3.3-volt technology 16 KB of instruction cache (I-cache) in IU, 16 KB of dual-ported data cache (D-cache) in IU, 1K entries of branch prediction cache Memory Management Unit (MMU) in IU contains a 384-entry, dual-ported, three-way set associative Translation Lookaside Buffer (TLB)

ANSI/IEEE-754 standard floating-point coprocessor with imprecise interrupts

32 doubleword (64-bit) general-purpose registers in IU and 32 floating-point registers in FPU

128-bit data bus and a separate 40-bit address bus that can access up to 1TB of physical memory

Upward compatibility with earlier 32-bit and 64-bit MIPS microprocessors

Instruction set
Instructions are fetched from an on-chip 16-Kbytes instruction cache (Instruction Cache). Four instructions (128 bits) are fetched per cycle.There are three categories of new instructions: fused multiply-add, register+register addressing mode, and conditional moves.The fused multiply-add instructions - three input operands and performs a multiplication followed by an addition with no intermediate rounding. The register+register addressing mode is supported for floating-point loads and stores to enhance the performance of array accesses with arbitrary strides.Integer and memory instructions get their operands from a 13 port register file (Integer Register File). The R8000 processor includes the following functional units, Integer and memory instructions:

2X load/store

2X ALU

1X shifter

1X integer multiply/divide

2X FPU

 The FPU implements the following operations:

MADD (1 cycle latency Multiply-Add; ex: a = a + b * c)

Divide

Square Root

Reciprocal (i.e. 1/x)

Reciprocal Square Root

Memory
The characteristics of the R8000 memory subsystem - number of ports, sizes and algorithms of the caches, tag RAM, and buffering schemes - complement the high-performance computational capabilities of the R8000 and ensure that memory bandwidth demands from the floating-point and integer units are met.

Pipeline
The Fetch stage - accesses the instruction cache and the branch prediction cache (to be explained later). The Decode stage - makes dispatch decisions based on register scoreboarding and resource reservations, and also reads the register file. The Address stage - computes the effective addresses of loads and stores. The Execute stage - evaluates the ALU operation, accesses the data cache and TLB, resolves branches and handles all exceptions. Finally, the Writeback stage - updates the register file.

EXTERNAL CACHE PIPELINE
There are five stages in the external cache pipeline. Addresses are sent from the R8000 to the tag ram in the first stage. The tags are looked up and hit/miss information is encoded in the second stage. The third stage is used for chip crossing from the tag ram to the data rams. The SSRAM is accessed internally within the chip in the forth stage. Finally data is sent back to the R8000 and R8010 in the fifth stage.

* * * I wandted here to add a picture, but I couldn't register. I also couldn't add a external Picture. img src="stud3.tuwien.ac.at/~e0248591/r8000.PNG" ***

AMD Athlon64
It is designed by Advanced Micro Devices (AMD), who have since renamed it AMD64. The AMD64 architecture is a simple yet powerful 64-bit, backward-compatible extension of the industry-standard (legacy) x86 architecture.

Architecture: Pipeline
Pipeline-Stages

20 -. 31 Stages

Fetch-Execute

it last 20 (31) tacts

Pipeline hard to fill

TC Nxt = trace cache next instruction pointer

TC Fectch = trace cache fetch

Rename = register renaming

Que = micro-op queuing

Sch = micro-op scheduling

Disp = dispatch

RF = register file

Ex = execute

Flgs = flags

BrCk = branch check

Instruktions-Set
IA-32 (x86) Instruktions-set

32-Bit instructions; 32-Bit Adresses

Variable instruction lenght: 1-16 Bytes

no Load-Store architecture

operand may be on memory

instructions can change the memory

2 Adress-instructions

target is also the source ADD EAX, [1234]

branch instructions

check statusbits in Flag-Register

different levels

Level 0: operating system

Level 3: User-Programm

Instructions
x86-Instructions

Data transfer instructions (MOV)

binary arithmetic (ADD, SUB)

logical instructions (AND, OR)

shift and rotate (ROR, SAR)

bit and byte instructions (BTS, SETE)

control transfer instructions (JMP, LOOP, CALL)

string instructions (MOVS, SCAS)

flag control instructions (STD, STI)

segment register instructions (LDS)

miscellaneous instructions (LEA, NOP, CPUID)

Instructions format
Complicated and complex size

1-Byte Opcodes

originally 1-Byte Opcodes

Prefixes possible

Other words width  or iteration

Instructions decoding is difficult

ModR/M, SIB, Displacement, Immediate:

Operands addressing

24 Adress types

Offset = Base + Index*Scale + Displacement

Register
ExX-Register

Mixture General-Purpose and Special-Purpose Register

EAX: Accumulator

EBX: Base-Register

ECX: Count-Register

Special: Loops

EDX: Data-Register

Special: multiplication / division

 Furthermore

EBP: Base-Pointer

points out at the Stacks start

ESI, EDI: Source- und Destination-Register

ESP: Stack-Pointer

EFLAGS: Flags

Adressing mode
Addressing: the choise of an instruction operands –	where are the operands stored Immediate addressing: MOV EAX, 1234 – specifying the data direct instead of adress Direct addressing: MOV EAX, [1234] –	detail of (32-Bit) memory address Register-Adressing: MOV EAX, EBX – Register contain operand Register-indirect adressing: MOV EAX, [EBX] – Register contain the adress of operands – Pointer Indexed addressing: MOV EAX, table[EBX] – Basicadress + Offset Register Indexed Register- indirect addressing with displacement – IA-32 speciality: MOV EAX, table[EBX*4 + 1]


text:
User talk:Noblelover

IM guessing snice im noblelover, and this is my talk page i get to say what i want, well lets see I came to Wikiversity to see if they had anything on computer programming or greek, they didnt have action script, but they did have something to learn greek, so im doing that, i just started, um... i do like cheese uh... im hoping that they will contuine doing the greek lessions. Thats about it for now

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

title: User talk:Noblelover


text:
Linux server administration

Linux server administration is one of the server administration learning projects. Linux server administration studies the use of the Linux operating system as an all purpose server.

What is Linux?
Linux, or GNU/Linux, refers to any Unix-like computer operating system which uses the Linux kernel. It is one of the most prominent examples of open source development and free software as well as user generated software; its underlying source code is available for anyone to use, modify, and redistribute freely. See the Linux article at Wikipedia for much more information

Choosing a distribution
Linux distributions are available in a very wide variety. Choosing only one is a difficult task. Popular examples that have been around for a while are
 * Red Hat Enterprise Linux (RHEL)
 * Fedora core
 * Debian
 * Slackware
 * Mandrake (now called Mandriva Linux)
 * Ubuntu
 * SUSE

Others like Knoppix offers live CD experience. See the Comparison of Linux distributions at Wikipedia for an exhaustive list

NOTE: Wikiversity runs from Wikimedia servers using several distributions including Red Hat Enterprise Linux and Ubuntu.

A curriculum for the Linux users and administrators
This is for future contributers to add to and develop.

Level 1 : Introduction to Linux
 * What is Linux?
 * How Linux Began and Origins of Linux
 * The GNU Project
 * Platforms, Applications & Distributions
 * Linux Resources
 * Minimum System Requirements
 * The Fedora Project
 * Red Hat Linux 7,8,9 vs. Enterprise 3.x
 * Chapter 1 Review

Level 2 : Linux Installation
 * Is Your Hardware Compatible?
 * System Requirements Table
 * Initiating an Installation
 * Hard Disk Management: fdisk, linux/mdadm, /disk usage/, /blkid/, /lsblk/
 * Selecting an Installation Method
 * Virtual Consoles
 * Initiation Installation from Boot Media
 * Welcome Screen and Boot Options
 * Language Selection
 * Keyboard & Mouse Configuration
 * Installation Type Options
 * Disk Partitioning Setup
 * Boot Loader Configuration
 * Network Configuration
 * Firewall Configuration
 * Language Support Selection
 * Time Zone Configuration: NTP services
 * Root Password Configuration
 * Authentication Configuration
 * Desktop Configuration
 * Demo - Fedora Installation
 * /Directory structure/
 * Chapter 2 Review

Level 3 : Package Managers: Red Hat Package Manager "RPM"
 * What is RPM?
 * Demo - Reflection X
 * Downloading RPM's
 * RPM's 5 Modes of Operation
 * Installing with RPM
 * Installation Errors/Remedies
 * Uninstalling Packages
 * Upgrading RPM's
 * Freshening RPM's
 * Querying RPM's
 * Verifying RPM's
 * Additional RPM Resources
 * Other package management systems: /dpkg/, /apt/, yum
 * Chapter 3 Review

Level 4 : Managing Users
 * Linux User Types
 * Adding Users
 * Usernames
 * Passwords
 * User Home Directories
 * UID and GID
 * User Groups
 * User Primary vs. Private Groups
 * Sharing
 * Files Built When Users are Created
 * Files Checked by Bash
 * Activating the User Manager GUI
 * System Created Users & Groups
 * Command Line User Deletion
 * Chapter 4 Review

Level 5 : Partitioning and Filesystems
 * Devices & Device Nodes
 * IDE Devices
 * SCSI Devices
 * IDE Device Naming
 * SCSI Chain
 * Filesystem Management Commands
 * Partition Planning
 * Partition Types
 * Supported Filesystems
 * Creating Filesystems
 * Files: (touch (command))
 * Formatting devices: Floppies / USB
 * More Filesystem Details
 * Link Count
 * Mounting Filesystems
 * Unmounting Filesystems
 * Mount Command Options
 * Mounting Remote Filesystems
 * fstab File
 * Swap Space
 * Special Case: Swap
 * Special Case: Automounter
 * Quotas
 * Maintenance & Repair
 * Adding a New Hard Drive
 * Recovering a Partition
 * LVM and ZFS
 * Demo -fstab File
 * Chapter 5 Review

Level 6 : /Backup and Restore/
 * Types of Backups
 * Device Naming Conventions
 * Chapter 6 Review

Level 7 : Startup and Shutdown
 * The Boot Process
 * Run Levels
 * Configuring Process Fields
 * Inittab Example
 * In The Beginning.Init
 * The /etc/rc.d Directory
 * /etc/rcX.d Script Sequencing
 * Processes:  and   utils
 * Stop & Stop Services: systemd
 * The /etc/rc.d/rc.local File
 * Shutting Down Properly
 * Methods of Rebooting
 * Booting into Single-User Mode
 * Creating a Boot Diskette
 * Demo - Startup & Shutdown Procedures
 * Chapter 7 Review

Level 8 : Compiling the Kernel
 * What is the Linux Kernel?
 * Why Compile the Kernel?
 * Before You Get Started
 * Four Kernel Upgrade Paths
 * Check Your Tool Kit
 * 4 Stages to Compile the Kernel
 * Patching the Kernel
 * Demo - Manually Compile the Kernel
 * Chapter 8 Review

Level 9 : /Scheduling/
 * 2 Major Scheduling Daemons
 * command
 * The  File
 * Simple /etc/crontab Example
 * Complex /etc/crontab Example
 * An actual  file
 * Sample  directory
 * Use /etc/cron.allow or /etc/cron.deny
 * Starting & Stopping cron
 * The at Command
 * Anacron
 * Starting & Stopping Anacron
 * Sample /etc/anacrontab File
 * Demo - Scheduling
 * Chapter 9 Review

Level 10 : Basic Networking Concepts
 * Platform Compatibility
 * Physical Network Support
 * Protocol Suite Support
 * Network Device Names
 * Network Kernel Modules
 * ifconfig Command
 * ifup & ifdown Scripts
 * Interface Configuration
 * Non-root User Control
 * Multiple IP's on a Single Interface
 * Client DHCP/BOOTP
 * Global Parameters
 * Configuration Utilities
 * Network Tools
 * Demo - Reconfigure Network Information
 * Demo - Sysconfig Directory
 * Chapter 10 Review

Level 11 : Printing
 * Linux Printing over the Last 2 Years
 * Setup Printing
 * Common Unix Printing System "CUPS"
 * Printing Flow in a CUPS Environment
 * CUPS Browser Interface
 * Linux-Supported Printers
 * Printer Configuration Tools
 * User Command Interface
 * Starting & Stopping Printing Services
 * lpr Examples
 * lpq Examples
 * lprm Examples
 * lpc Usage
 * Printing from Linux Applications
 * redhat-config-printer
 * Availability
 * Troubleshooting Printing
 * Chapter 11 Review

Level 12 : Linux Security
 * Basic Levels of Security
 * Physical Security
 * Grub Security
 * User-based Security
 * User Accounts & Patterns
 * Typical User No-No's
 * Delegating Root Authority
 * Password Security
 * Pluggable Authentication Modules "PAM"
 * Permissions
 * File and directory permissions
 * Controlling Permissions
 * Files & Filesystem Security
 * Filesystem Monitoring
 * Avoiding Trojan Horses
 * Encryption
 * Introduction to iptables: filters and SNAT/DNAT
 * /hardening/
 * Response Strategies
 * Demo - Base Permissions
 * Chapter 12 Review

 Level 13 : Popular Linux Services
 * SAMBA Naming, overview and components
 * Exploring/Browsing Directories
 * Browsing Resources with Linux Commands
 * Letting Linux Use a Windows Printer
 * Official SAMBA Website
 * Web Servers:
 * Apache Web Server: Naming confusion and configuration files
 * Nginx
 * What is Squid?
 * Demo - Connecting to a Linux Machine
 * Demo - Getting a list of Running Services

Level 14 : Operation and Monitoring
 * Configuration management
 * Monitoring tools: (Nagios, /Zabbix/), Icinga

Level 15 : /Performance and Troubleshooting/

Level 16: Benchmarking tools

title: Linux server administration


text:
Talk:Linux server administration

Started to expand it today
+link to a new article written by me

dfighter 17:24, 10 May 2008 (UTC)

title: Talk:Linux server administration


text: File:TablaGeGe.jpg

title: File:TablaGeGe.jpg


text: File:TablaKat.jpg

title: File:TablaKat.jpg


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User:Dream mind

Contributions

title: User:Dream mind


text:
User:Dream mind/Contributions

Materials created
Auto collimator

Carburation

Gears

Optical square

Roundness measurement

Lathes

Talyvel

Current projects
User:Dream_mind/Sandbox

title: User:Dream mind/Contributions


text:
Molecular evolution

Welcome to the Wikiversity Molecular Evolution Project.

Content summary
Participants in this project explore the molecular evolution of DNA, RNA and proteins.

Learning materials
Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!

You should also read about the Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource.
 * Molecular evolution/Intermediate filament proteins - explore the evolution of this family of cytoskeletal proteins
 * The concept of irreducible complexity - are there some features of living organisms that cannot be accounted for by conventional evolutionary mechanisms?

Texts

 * Sequence - Evolution - Function; subtitle: "Computational Approaches in Comparative Genomics" by Eugene V. Koonin and Michael Y. Galperin (2002) ISBN 1-4020-7274-0
 * How Genomes Evolve, Chapter 15 in Genomes, Third Edition by T. A. Brown, May 2006.
 * "Rooting the tree of life by transition analyses" by Thomas Cavalier-Smith in Biology Direct (2006) 1: 19.
 * Origins and Evolution of the Actin Cytoskeleton by Francisco Rivero and Fatima Cvrcková.

Activities

 * Select a protein of interest and explore which living organisms have a gene for that type of protein.
 * etc.

Readings
Each activity has a suggested associated background reading selection.
 * Molecular evolution
 * etc.

Active participants
Active participants in this Learning Group
 * User:JWSchmidt...
 * AFriedman

Learning Project Summary

 * Project code:
 * Suggested Prerequisites:
 * Time investment:
 * Assessment suggestions:
 * Portal:
 * School:
 * Department:
 * Stream
 * Level:
 * Level:

title: Molecular evolution


text: Category:Molecular evolution

title: Category:Molecular evolution


text:
Portal:Japanese

Welcome to the Japanese Language Department. This page is mainly for the coordination of course development. If you're looking for actual courses, go to the Japanese stream page.

To do list

 * Complete requests
 * Go through Category:Japanese and see what material should be transwikied to Wikibooks.
 * Create a course maps for learning projects.
 * Restructure existing content.
 * Attract students

Useful materials

 * Japanese Wikibook
 * Japanese Index on English Wiktionary.
 * Commons:Stroke Order Project
 * Everyday Japanese phrases
 * Japanese pronouns
 * Portal:Japanese/Materials
 * Items found at Wiktionary
 * Items found at Wikipedia

Participants wanting to learn Japanese

 * 1) --Kaegwyn 2 August 2007 I know some Hirigana, some Katakans and several kanji. I am familiar with basica grammer, but I find it dificult to speak Japanese.
 * 2) --Balloonguy 20:14, 22 August 2006 (UTC) Know kana and some kanji. I also know very basic grammer.
 * 3) --Halyks 19:10, 6 September 2006 (UTC) Can count up to 10 and say "yes" in japanese, Native French with near-perfectly english. Willing to learn and *try* to help.
 * 4) --Theone06 04:13, 7 September 2006 (UTC)Did one semester of Japanese like to learn more.
 * 5) --Ce garcon 11:26, 18 September 2006 (UTC) Got a handle on kanji and kana, but need a broader vocab.
 * 6) --Axis_Mundi 04:40, 27 September 2006 (ECT) I have been studying Japanese at the college level for going on 3 years now. I have a basic grasp of grammar, limited vocabulary, and about 100 kanji under my belt on a good day.  My professor is a native speaker, which makes a huge difference, as well as 3 foreign exchange students which I meet with 3 times a week for class.  I have an entire bookshelf of Japanese language books in my house and could probably begin translating, provided I could use the books.  I am very iterested in helping to get the Japanese language portion of wikiversity off the ground.  Let me know if I can help.
 * 7) --Red-Potion 17:13, 20 October 2006 (UTC) I have little to no experiance with the language, but no shortage of want to learn it. Willing to contact more experianced people to point me in the direction of beginner guides to start me out.
 * 8) --Gabbie-chan 8:31 PM, 23 October 2006 (UTC) I know a little off of Anime including how to say Thank you, Your welcome, yes, Have a Safe trip, and a few songs ^_^
 * 9) --Gross 06:16, 25 October 2006 (UTC) I know Hiragana very well but poor in Katakana and only know some level 4 Kanji. Did took JLPT level 4 and passed. I know some basic grammar and some vocabulary and I would like to improve on both of them in verbal and written.
 * 10) --Absynthe 06:20, 26 October 2006 (UTC) Got Hiragana, most of Katakana, some Kanji. Six years studying the culture, now trying to get the language applied. Verbal is biggest weakness.
 * 11) --JoNNY 18:59, 26 October 2006 (UTC) I've known hiragana/katakana since I was in elementary school, I once knew plenty of kanji, but I haven't studied for a while and I've forgotten a lot.
 * 12) --Mitch 16:32, 29 October 2006 (MST) (UTC) I know the majority of the katakana, and I have a few hiragana down, but that's about it. I also know some very basic phrases such as "How are you/How do you do?", "Hello", "Good bye", "My name is (blank)", and "Do you speak English/Japanese?"
 * 13) NewBeginning 06:03, 30 October 2006 (UTC) I don't know the language at all, but I am interested in learning it. I know nothing of Katagana or Hiragana, and am pretty much a complete beginner when it comes to Asian languages. (I speak English with a little French, which I am in my second year of at my high school.)
 * 14) Electroswoosh 15:45, 1 November 2006 (UTC) I'm a Japanese major at UMass Amherst, currently in Intensive Intermediate 1. I know hiragana and katakana, some kanji, and enough grammar to make it through a conversation. However, since I'm currently studying Japanese rigorously, my skill level increases daily.
 * 15) kinain -- complete beginner, but would love to learn japanese 15, January, 2006
 * 16) arcticfox Know very little numbers and grammar, and some random vocab. 18 January, 2006
 * 17) GiroMech -- I am also pretty much an entire beginner. I'm familiar with a few hiragana, but that's about it.
 * 18) Acunvpurple -- I don't know a whole lot of Japanese, but I would love to learn.
 * 19) astaire510 -- Trying to learn Japanese on my own, but I'm sure it would go much smoother with some help.
 * 20) amthomas -- Learning Japanese slowly but surely. Took 2 intro courses at Uni, am now living in rural Japan teaching English & studying Japanese in my spare time. Have loads of resources/textbooks, and can help point people in the right direction on self-teaching methods, but I am still a beginner at the language and can't really teach anything in the traditional sense of the word.
 * 21) Lust -- Im a beginner, and I would like to learn the language completely. I can recognize about 30 total kana, and about 4 kanji. I know basic sentence structure too.
 * 22) Agari -- Would definitely like to learn the Japanese language, I know a bit, but not enough to have a simple conversation with a Japanese-speaker.
 * 23) all_one -- I can have kindergarten-level conversations in Japanese, but am hungry to learn more! 5-5-06
 * 24) Kuranes -- A friend and I are planning to attempt to learn Japanese over the summer, and I'm sure this would help greatly. 22, May, 2006
 * 25) Karmakat 04:54, 25 June 2006 (UTC) -- Beginner, but anxious to learn!
 * 26) Greyhatguitarist -- complete beginner, want to learn.
 * 27) DakeDesu 16:14, 02 August 2006 (MST) -- tried learning in the past, but had no peers to gauge my abilities against.
 * 28) Darkstar (08 August 2006) -- I've 1 year of university experience but I want to keep learning to not forget everything. I could help editing some basic stuff.
 * 29) Fogarty 19:31, 17 September 2006 -- I know some Japanese, mostly from studying on my own, including kanji and grammar, and have spent five years in Japan.
 * 30) roytales 17:18, 30 September 2006 -- Intrested party in Japanese courses. Have some knowlage of the language and am currently learning on my own.
 * 31) Misheru 5 October 2006 -- Just started learning Japanese, so still at a beginners level. I know the Hiragana and Katakana, not more then 10 Kanji and the very basics of grammar and vocabulary, but still got a lot to learn.
 * 32) 瀬人様 15:14 21 September 2006 -- I already speak Japanese in quite a high level, but since I studied it on my own I somewhat missed parts of the basis. Furthermore, I still want to learn the older Japanese (so I could read original Japanese poems by Basho, Sora and the like) and more volcabulary and grammar. My e-mail is seto1@walla.co.il.
 * 33) chris9687 -- I only have beginners Japanese, but i'd love to improve it through this course.
 * 34) Elnole 01:31, 10 November 2006 (UTC) -- I've learn japanese by myself so far, i know 200 kanjis, i can't speak it and barely grasp newspapers.
 * 35) Hiroki -- Currently studying for Japanese Language knowledge test level 2 for next year. 現在私は「日本語能力試験2級」の勉強をしています. 来年受けるつもりです.
 * 36) Gross -- I have an intermediate level Japanese but I think I need to learn from basic, just to review myself.
 * 37) Tigerboyce -- I am just starting and learning at school too
 * 38) arttic00 i'm a complete beginner
 * 39) Kyerme -- I have studied a few books in years past, but I can recall little. I want to become proficient in Japanese.
 * 40) Pepperboi
 * 41) parag
 * 42) ashcatash5
 * 43) Kye 04:07, 6 May 2007 (UTC)--I am a beginner and willing to learn. I know a few words here and there, but no writing. I would like to help in any way I can.
 * 44) craasnibooi--I am about to take an intermediate Japanese class at the university level, but I would like to learn as much as I can here too.
 * 45) Zim 16:13, 27 May 2007 (UTC) -- Hi, I know only a couple of japanese words, but I would like to learn to speak and write as fluently as possible.
 * 46) --Silverpsycho13 19:06, 9 June 2007 (UTC) I've been wanting to learn Japanese for years but my high school doesn't offer it. Would love to take the Japanese Wikiversity course.
 * 47) --User:ForeheadKAT 4:25PM 2 July 2007 (UTC) I love the japanese culture and Im soooo excited to join everyone in this great adventure of Japanese knowledge!
 * 48) --Madambaster Like everyone else, I would be thrilled to learn the Japanese language.
 * 49) --User:Averlienb 12:57AM 20 September 2007 (UTC) I'm taking a Japanese course, and currently in Intermediate class. But I'm not the brightest bulb there, so I'm joining Japanese Wikiversity, hoping I can get better by learning here too :)
 * 50) --User: Zhenyeh 2243Hrs (+8 GMT) 05 November 2007 A total noob, i can understand chinese quite well, i hope it can help me in the Kanji part, but for the rest of the part i not so sure
 * User: 1FireFierce 9:00AM 5 April 2008 (UTC) I know how to write a little bit of Hiragana (I know a, i, u, and e. I can write and pronounce them all correctly. I'm working on 'o' right now.), and say a few words in Japanese, mainly greetings and essentials. I can pronounce the Japanese language clearly, as many people have said, and can write semi-neatly. I know the order of brushstrokes for writing. I've been usuing Japanese Wikiversity for a while, now, and I decided to sign up for this.
 * Retro eevee 04:04, 2 June 2008 (UTC) I wanna learn, too. I don't want to act like I'm proficient in anything, because I don't want to miss small important steps. I will learn from the basics and work my way up as if I had never known anything like kana or kanji.
 * User: maer 12:28am, 4th September 2008, (GMT +9:30) I want to learn Japanese. Brushing up and continuing from where I might have learnt a few years back.
 * User:ketaikeon 8 March 2008 I have studied Japanese on my own through various resources and have currently mastered all of JLPT4 vocabulary and basic grammar.
 * Lord-Siggaro 02:34, 7 October 2009 (UTC) I would like to learn some Japanese as well, even though I don't know a thing about it, but I am pretty eager to learn about it.
 * Tleonard 17:25, 28 December 2009 (GMT -8) I just started studying Japanese yesterday. I'm really not proficient in much yet. I can pronounce Japanese fairly well and say a few greetings.
 * User:Scorpio May 24, 2011 11:43 AM IST I am pretty impressed by the Japanese devotion to art and philosophy and their regular way of life. I want to learn Japanese too, though I don't know how to know hiragana from katagana and which is which, anyway. I'll start from scratch, and I have to install Japanese characters, too, right?
 * User:Renshuushi April 18, 2012 03:27 PM EST Been learning the language for about 4 years. Never took any real classes though, so I'll look forward to it, because I don't even know what level I know. Frustrating. I can read & write in kana and kanji. I'm currently practicing 3rd grade kanji. My speech and listening comprehension however... not that great, but it improves slightly each year it seems.
 * Saigō Miyamoto (discuss • contribs) 04:29, 20 November 2013 (UTC) konbanwa minnasan~ My name is Saigo~ (the name I go by, at any rate) I've always loved Japan. From music, manga, and food to the history of the country and its people. I have been learning Japanese casually for a few years but have been taking formal college level classes since fall of 2012 and am continuing my studies and am always on the lookout for ways to study and improve. I can fully write in and read kana and have learned roughly 100 kanji so far. I'm able to form basic sentences both written and verbal. When it comes to verbal conversation I tend to speak slowly and deliberately as it takes me a bit of thinking to get it all right first and I try my best to speak with the proper rhythm, pronunciation, and accent (which according to my sensei,who is a Japanese native, my accent is excellent, verging on native :3)and my listening comprehension is improving.

Experienced Participants

 * Xlbnushk 17:53, 28 October 2006 (UTC) -- I've lived in Japan for almost six years. I've mastered hiragana and katakana, and know enough kanji to be able to read a typical Japanese newspaper without looking anything up. My speech and writing skills aren't even close to those of a native speaker, but given time to think about it, I can formulate coherent thoughts in Japanese. My dad has spent half his life in Japan, and has written over a dozen different books about the language. All that is to say that I'm very familiar with it. I'd prefer for somebody else to handle the organization (of lessons, etc.), so that I could focus on content, but I can do a little bit of both if necessary. Contact me on my user page if I can help...
 * Electroswoosh 15:54, 1 November 2006 (UTC) I'm currently studying Japanese in college under an intensive program, as my focus. I've completed a year and a half after this semester, leaving me able to have a basic conversation. I also know hiragana and katakana, and upwards of 75 kanji (though I should know more...it's my weak point). I have a firm grasp on all the grammar I've learned so far, since (for me, anyway) it's so simple. Because I'm currently majoring in Japanese in school, I improve every day. Feel free to contact me if you need any help.
 * -- I added some Kanji to your proposed course. I believe studying Japanese in Japanese is a key to success.
 * -- I too am currently earning a Japanese degree. I'll contribute where I can.
 * -- I'm another one majoring in Japanese at university. I'd love to help out.

The last of these has the most recent edit in January 2008. --Swift 11:21, 28 October 2009 (UTC)

Department News

 * 19 November 2007 Restructuring stalled
 * 28 March 2007 Restructuring started!
 * 7 November 2006 Department created!

Other departments
Alphabetical List:
 * Arabic
 * Chinese
 * French
 * Italian
 * Portuguese
 * Spanish

Japonština Departamento de Japonés fr:Département:Japonais ko:포털:일본어 Японский язык

title: Portal:Japanese


text:
Portal talk:Japanese

Resource catalog
I have listed your resources in the School of Language and Literature resource catalog--please list any new resources there in the future! Thanks! --Trinity507 21:56, 22 February 2009 (UTC)

Cultural/etc background?
As noted on the Japanese language stream, should cultural/historical background be mentioned in with the language lessons?

Jaskit (talk) 18:32, 7 January 2013 (UTC)

title: Portal talk:Japanese


text:
Molecular evolution/Intermediate filament proteins

Welcome to the Wikiversity learning project for exploration of the molecular evolution of intermediate filament proteins.

The intermediate filament proteins are a major family of cytoskeletal proteins. Most eukaryotic organisms have genes that code for intermediate filament proteins. As more genomes are sequenced, an increasing complete understanding of the evolution of protein families becomes possible. Are intermediate filament proteins related to any proteins of prokayotic organisms? At what points during the evolution of eukaryotes did the various subtypes of intermediate filament proteins arise? What new biological functions and specializations were facilitated by the evolution of the members of this multigene family?

Start here
Explore the Conserved Domain Database online resources from the National Library of Medicine.

A Conserved Domain relatedness tree exploring tool is available for Windows.

Your turn
Add what you learn to this page.

Keratins
Keratin 18 is one of the major keratin proteins of human epithelial cells. There are two major families of keratins, type I and type II. Keratin 18 is type I and often forms intermediate filaments by combining with a type II partner, keratin 8. Keratin filaments containing keratins 8 and 18 are found in the earliest epithelial cells of mammalian embryos. The functional role of early embryo keratin 8 has been investigated in transgenic mice lacking keratin 8. Mice lacking keratin 8 have disrupted placental barrier function.

Lamins
Lamins are intermediate filament family proteins found in the nuclei of metazoans. It has been suggested that during mitosis lamin B forms a matrix for assembly of microtubules.


text:
Wikiversity talk:School of Computer Science/IntroProgramingC

I don't like the pointer to here from Wikibooks, when they haven't even imported the old class stuff yet. Come on guys, have a plan. Port the info over here and then post the link to it. How long has Wikiversity been up? a year? Still hardly anything has been ported over and at Wikibooks the class material wasn't finished yet either. I got to the end of the written class material for Intro to C class and have no where to go. Class isn't finished being written and this place is a ghost town.


text:
User:Dr Tabatabaian

Hello Dr. T

morley 22:01, 7 November 2006 (UTC)

title: User:Dr Tabatabaian


text:
Category:Operating Systems

es:Categoría:Sistemas operativos fr:Catégorie:Systèmes d'exploitation it:Categoria:Sistemi operativi

title: Category:Operating Systems


text:
Movie Set in FrameForge

 * Lesson
 * WikiU Film School - Lesson #0010: Animated 3D Storyboards

 * The pages of this lesson are…
 * Introduction to FrameForge 3D Studio 2 Demo
 * Building our movie set inside FrameForge → You are here!

 * Current Location
 * Wikiversity (English) $$\Leftrightarrow$$ Humanities $$\Leftrightarrow$$ Art and Design $$\Leftrightarrow$$ Fine Arts $$\Leftrightarrow$$ Film and Television $$\Leftrightarrow$$ Narrative Film Production $$\Leftrightarrow$$  Course #01 - Learning the Basics of Filmmaking $$\Leftrightarrow$$ WikiU Film School - Lesson #00010: 3D Storyboards $$\Leftrightarrow$$   Building our movie set inside FrameForge

How to build a wall which has four posters using FrameForge 3D Studio.

 * First load FrameForge 3D Studio
 * Once you have loaded FrameForge 3D Studio 2 (or the demo version of FrameForge 3D Studio 2), you need to create a wall with four posters using Room Builder.

 * To do this, we will actually create two walls, one of which has four windows in it.

Create the first wall

 * [[Image:Buildwall1.jpg]]

 * Use the Single Wall tool
 * In the upper left hand corner is the wall tool. Select this tool.

 * Draw the Wall
 * Start by creating a wall which is 40 feet long and 10 feet high using the wall tool.

 * Adjust the dimensions using the dialog boxes
 * If you draw it too long or two short, you can always change the size using the dialog boxes at the bottom of the screen.

Create a second wall

 * [[Image:BuildWall2.jpg]]

 * Select the "Single Wall" tool
 * The "Single Wall" tool will still be selected.

 * Create a new wall
 * Create a new wall which is the same size (or slightly smaller) behind the first wall.

 * Adjust using the dialog boxes
 * If you wish, you can adjust the length of this second wall using the dialog boxes at the bottom of the screen.

Select the window tool

 * [[Image:BuildWall4.jpg]]

 * Select the "Window" tool
 * Select the "Window" tool at the top of the screen.

 * What? No bars?
 * The window tool looks like a real window with a complete window frame but actually this tool simply creates a rectangular hole in a wall. Nothing more! (This is all we need.)

Create the first window

 * [[Image:BuildWall3.jpg]]

 * Create a window
 * In the first wall, draw a window.

The easiest way to adjust the window is to use the dialog boxes at the bottom of the screen. Adjust the window so the dimensions of the window are:
 * Adjust the window

 * This window starts 4 feet from the end of the first wall. (Notice in the example above, I typed a 5 instead of a 4.  Later I found my mistake so I simply clicked on the window with the selection tool (upper left in the window) and change the dialog box at the bottom of the screen.)

 * This window is 2 feet wide

 * This window is 3 feet high

 * This window is 4 feet off the ground.

 * Note
 * The widows that we create will become the space where the posters will appear.

Create the second window

 * [[Image:BuildWall5.jpg]]

 * Create a window
 * In the first wall, draw a window.

The easiest way to adjust the window is to use the dialog boxes at the bottom of the screen. Adjust the window so the dimensions of the window are:
 * Adjust the window

In the first wall, draw a second window. Then adjust the window so the dimensions of the window are:

 * The second window starts 14 feet from the end of the first wall.

 * The second window is 2 feet wide

 * The second window is 3 feet high

 * The second window is 4 feet off the ground.

When you draw the window, the dimensions and location will not be exactly what you want. It is easier to use the up and down arrows in the dialog box for the dimensions to adjust the window to the correct size. (There seems to be a bug in tying the first number. It you type one number and a different number appears, simply use the up and down arrows instead.)

Create the third window

 * Create a window
 * In the first wall, draw the third window.

The easiest way to adjust the window is to use the dialog boxes at the bottom of the screen. Adjust the window so the dimensions of the window are:
 * Adjust the window

 * The second window starts 24 feet from the end of the first wall.

 * The second window is 2 feet wide

 * The second window is 3 feet high

 * The second window is 4 feet off the ground.

 * Note
 * When you draw the window, the dimensions and location will not be exactly what you want. It is easier to use the up and down arrows in the dialog box for the dimensions to adjust the window to the correct size.  (There seems to be a bug in tying the first number.  It you type one number and a different number appears, simply use the up and down arrows instead.)

Create the fourth window

 * [[Image:BuildWall7.jpg]]

 * Create a window
 * In the first wall, draw the fourth window.

The easiest way to adjust the window is to use the dialog boxes at the bottom of the screen. Adjust the window so the dimensions of the window are:
 * Adjust the window

 * The second window starts 34 feet from the end of the first wall.

 * The second window is 2 feet wide

 * The second window is 3 feet high

 * The second window is 4 feet off the ground.

 * Note
 * When you draw the window, the dimensions and location will not be exactly what you want. It is easier to use the up and down arrows in the dialog box for the dimensions to adjust the window to the correct size.  (There seems to be a bug in tying the first number.  It you type one number and a different number appears, simply use the up and down arrows instead.)

 * Build the movie set
 * Build the room by clicking on the "Build Room" button on the lower right hand corner of the screen.

Select the Second Wall

 * Look at the windows
 * When you look at the windows at the top of the page, you see just a faint outline. That is because both walls are the same color.  They need to be different colors.

 * Blue posters
 * We are going to paint the second wall blue so it looks like posters.

To paint the second wall, we first need to select it.
 * Select the second wall

Color all of the second wall blue

 * [[Image:BuildWall9.jpg]]

 * The Green Room
 * In the Green Room, you can change many things including the color of the selected object. To do this, you must select "Colors, Textures & State".

 * Select ALL of the second wall
 * Rather than trying to figure out which face of the second wall needs color, we will simply paint all of the second wall. Therefore, you first need to go under "Part Name:" and select "--For all Parts--" rather than just "front wall" or "back wall".

 * Select a color
 * By clicking on the color chip marked "Color:", you can change the color of the selected item (which is the all of the wall). Change the color to some strong color.  I like dark blue.

 * Click "OK"
 * Click on the button at the bottom right of the screen to accept the changes to the scene.

Move the second wall

 * [[Image:BuildWall10.jpg]]

The posters will look better if the two walls are almost in the same position. So drag the second wall forward until the two walls overlap by all but one or two inches.
 * Move the wall

 * [[Image:BuildWall11.jpg]]

 * The posters will appear
 * Now you can clearly see the windows which look like blue posters (well, sort of…). You are seeing the blue wall though the holes in the plain wall.  This is good enough!

In the menu, select "Edit Set Parameters"

 * [[Image:BuildWall13.jpg]]

 * Find the page with the set controls.
 * The set controls are on a page called "Green Room". You access this page by using the menu item of "Edit Set Preferences" in the "Sets" menu.

Set all the parameters for the movie set

 * [[Image:BuildWall12.jpg]]

 * The set name
 * A good name for the movie set is "Theater Movie Set".

 * The time of day
 * Since the time of day is night, set the background sky to "Night".

Add the actors

 * Old Person and Young Person
 * You need to add the actors to the movie set and then rotate the actors to whatever position you like.

 * Adding an actor
 * To add the actors, simply look through the pictorial list of the available figures and select one. Then drag its picture to the movie set. (If the movie set is not visible in the main window in the center of the screen, double click on the picture of the movie set in the upper left corner of the screen.)

 * Rotate the actors
 * Select an actor and use the "Spin" control to rotate the actor to face where you want the actor to face.

 * Magnify
 * Move the camera nearer to the actors. Then magnify the blueprint view so that you can easily see the camera, the actors, and the wall.  This way you can easily grab the actors and grab the camera and move them where you want.

 * Adjust the actor
 * If you want to adjust the actor, double click on the actor to see many of the controls for the actor.

 * Begin
 * Now you are ready to begin storyboarding.

title: Movie Set in FrameForge


text:
File:Buildwall1.jpg

Summary
Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version.

title: File:Buildwall1.jpg


text:
File:BuildWall2.jpg

Summary
Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version.

title: File:BuildWall2.jpg


text:
File:BuildWall3.jpg

Summary
Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version.

title: File:BuildWall3.jpg


text:
File:BuildWall4.jpg

Summary
Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version.

title: File:BuildWall4.jpg


text:
Talk:Literary composition

this looks like a really good beginning. I'm wondering if some crw strategies could be worked in as these can be very important, and liberating pre-paper writing strategies. --Smithgrrl 06:01, 8 November 2006 (UTC)

Please provide an example of what kind out composition this textbook that u have written is [persuasive, creative etc?] Plus should'nt we have a better system in wikiversity to post questions and answers [a faq if u will] so that students can read and learn from questions [possibly smarter ones] others asked?

This page is teetering on the edge of Wikipedia or Wikibooks...maybe you could make it a little more interactive so that it is a learning resource rather than a textbook or article. --Trinity507 22:10, 22 February 2009 (UTC)

This is in the wrong place, it's currently in the Music portal in Wikiversity. --MathieuGPL 08:38, 13 February 2010 (UTC)

title: Talk:Literary composition


text:
File:BuildWall5.jpg

Summary
Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version.

title: File:BuildWall5.jpg


text:
File:BuildWall6.jpg

Summary
Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version.

title: File:BuildWall6.jpg


text:
File:BuildWall7.jpg

Summary
Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version.

title: File:BuildWall7.jpg


text:
File:BuildWall8.jpg

Summary
Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version.

title: File:BuildWall8.jpg


text:
File:BuildWall9.jpg

Summary
Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version.

title: File:BuildWall9.jpg


text:
File:BuildWall10.jpg

Summary
Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version.

title: File:BuildWall10.jpg


text:
File:BuildWall11.jpg

Summary
Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version.

title: File:BuildWall11.jpg


text:
File:BuildWall12.jpg

Summary
Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version.

title: File:BuildWall12.jpg


text:
File:BuildWall14.jpg

Summary
Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version.

title: File:BuildWall14.jpg


text:
File:BuildWall13.jpg

Summary
Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version.

title: File:BuildWall13.jpg


text:
Theoretical physics

Topics
Topics or resources that are currently being offered in Theoretical Physics Department at Wikiversity include the following. Topics give you information about more specific resources such as courses, lectures or lessons.

 * 101 Introductory Classical Mechanics
 * 102 Electromagnetism
 * 103 Vibrations and Waves
 * 201 Particle Physics
 * 202 Physics of Solids
 * 202 Quantum Physics
 * 203 Statistical Physics
 * 204 Advanced Classical Mechanics
 * 205 Advanced Electromagnetism
 * 301 Topic:Special relativity
 * 302 Topic:General relativity
 * 401 String Theory for Undergraduates
 * 403 Exploring Black Holes: General Relativity

Wikipedia articles

 * Theoretical physics

Papers

 * Faster Than Light Travel: Infinite Possibilities

title: Theoretical physics


text:
Template:Sisterproject

 |

title: Template:Sisterproject


text:
Template:Wikipedia

Usage
lang= somelanguage prefix recognized by Wikimedia Foundation servers The article name, defaults to

Example usage:

If only Wikipedia is used, the template will default to displaying a link to the English Wikipedia article of the.

fr:Modèle:Wikipédia

title: Template:Wikipedia


text:
Operating system/Kernel models

Introduction
The kernel is the name given to the program that does most of the housekeeping tasks for the operating system. The boot loader hands control over to the kernel, which initializes the various devices to a known state and makes the computer ready for general operation.

After preparing the hardware for use, the kernel provides an abstraction layer between the hardware and software running on the system. Through an application programming interface (API), software can request the kernel to perform hardware tasks, as well as access many common functions. Most current kernels also multi-task the hardware, sharing it between the various processes running on the system.

Design

Monolithic Kernels function with all of the kernel and device drivers inside one address space running in kernel mode. The principle advantage to this approach is efficiency (especially on x86 architectures or 32-bit computer systems where a task switch is a particularly expensive operation). Unfortunately, monolithic kernels suffer the risk of the entire system crashing due to a bug in a device driver, the reason being it is running in the same area with the kernel and other drivers, so, if something fails every other driver and program will be affected.

Pros

 * Speed
 * Simplicity of design

Cons

 * Potential stability issues
 * Can become huge - Linux 4.15 has 20 million lines of code and Windows 10 contains over 40 million lines!
 * Potentially difficult to maintain

Examples

 * Traditional Unix kernels (includes BSDs and Solaris)
 * Linux
 * MS-DOS, Windows 9x
 * Mac OS versions below 8.6

Design

A Microkernel tries to run most of its services and device drivers in userspace. This can result in an increase in stability and possibly security on machines with a Memory Management Unit. Unlike monolithic kernels, most of the components run in some kind of container, so if something fails, the module or driver will be restarted.

Pros

 * Stability
 * Security
 * Potentially more responsive (though often not in practice)
 * Benefits for SMP machines

Cons

 * Additional context switches are usually required
 * Slow Inter Process Communication can result in poor performance
 * Not helpful for threads

Examples

 * AmigaOS
 * Amoeba
 * Mach
 * Minix
 * MorphOS
 * L4
 * QNX

Design

A hybrid kernel combines the concepts of both monolithic kernels and microkernels. It is generally implemented by having a monolithic kernel with a more microkernel like design. When properly implemented it is hoped that this will result in the performance benefits of a monolithic kernel, with the stability of a Microkernel

Examples

 * NT kernel (used in Windows NT, 2000, XP, Vista, 7, 8, and 10)
 * XNU (Mac OS X and ios' kernel)
 * DragonFly BSD
 * BeOS
 * Plan 9

title: Operating system/Kernel models


text:
User talk:Bronwyn.hegarty

Welcome to Wikiversity. ".....learners who are studying tend to support and motivate one another well through communicating online." <-- I wonder if you have experience working in a wiki environment? --JWSchmidt 15:34, 8 November 2006 (UTC)

title: User talk:Bronwyn.hegarty


text:
User:Elidiq

My project is on the topic ``How to make education more interesting for children``I am working together with my college Boryana Veneva. We are looking for finding something, that can make students study harder.It is a well-known thruth that,when people are asked about what experience they remember most from school, they talk about the teachers whose classrooms made them feel welcome and valued. And maybe this is the most important thing to be done.I have found some thoughts in internet ,that I think are very essential for our topic. Dr. Christensen was recently the keynote speaker at the 2006 Leadership for Classroom Assessment Conference. His full speech is a must read. Here's just a sample:

I have found that in schools where classroom-based assessment is led by teachers in collaboration with their administrators, that cultures develop where personal and professional renewal lives and thrives. I have found in schools with classroom-based assessment to be places where passion is back and it is welcomed. I have found that classroom-based assessment creates places where the passion is back and in these schools it is okay to be passionate about our work; our profession, our kids-all of our kids. And, I have found classroom-based assessment to create places where the professional spirits of educators can thrive and places where their hearts embrace each child and every child. Aren’t these the kinds of places where all of us would like to live and do our work? I think that maybe the passion is the thing that must first of all be fonud and after that we can look for the other details of making education more interesting for children.

'Some rules, that are really very important to be used at school:' For the principals- the work as a team, the evaluation of the quantity of the work at school, the self-support and however the family is one very essential part of the hole process. For the teachers- the interactive methods of teaching, the practical training, new educational technologies, the organizing of the school environment, designed to help the children, their individuality, observations and evaluation to the growing of the children, the overcoming of the surmount difficulties, the integration of the pupils with special educational needs and those from the national minorities too. For the parents- the communication, the parent`s role at the life of their child, the building of effective school boards, where all the parents can take part. Considering these tendencies with the one and only aim of finding and supporting a higher quality of the working process, the working of pedagogical teams, using the program `STEP BY STEP`,there are many foundations, that have orientated their qalification work to the above statements:

1.	Interactive technologies at the teaching process

-	The teacher – a person, who is trying to follow the traditions and at the same time to use new tendencies at the teachung process,that are more likely for the young generation. -	The individual approach. -	The organization of the environment, that is diverted into a new way of teaching the children. -	Studing, using the method of play -	The participation of the parents too 2.	Individual method of approach, that is used to educate the pupils

-	Different stages of the development of the kids. -	The estimation of the development of the child -	The individual planning of the different activities

3.	The organizaton of the environment, that looks forward to find the better way of transferring the information to the children.

-The school environment. Centers for activity, -Planing of the school program. 4.	Centers for activity.

-choosing those centers for activity. -working in small or big groups -cooperative studing 5.	Subject-matter education

-integrative and subject-matter teaching -planing of the school program -strategies for teaching

6.	The family is taking part into this activity

-	the exploration of the family -	the individual parent`s approach -	the forms of collaboration with the family -	the families at the classroom. Volunteers.

7.	Communication and communicative abilities. -the communication- as a social and pedagogical phenomenon -aspects of communication -components of communication. Barriers. . 8.	The constructing of a team

-a group and a team. The conditions of setting up the team. -stages of development of the team -	communication and the team-work. Lidership. 9.	The management of the school. -	a pedagogical team. -	planning and controlling. -	taking the main decisions. Evaluating and self-evaluating. -	finding the main resources. 10.	Midcultural education. -ethnic community. -culture and collaboration. -the setting up of the midcultural school program. 11.	Attracting the community. - setting up of one community, that is sharing the concern of the educational process. -setting up of a confidence at the community and changes. -ability to protect. 12.	Evaluating of the studing process.

-social and pedagogical functions of the evaluation. -kinds of evaluation 13.	Children with special educational needs.

-individual plan for working. -adapting to the environment. -collaboration with the kids and the families. 14.	Skills for leadership. -profile of the provoking leader. -reaching an agreement. -measuring the success 15.	Education without prejudice. -prejudices-kinds and forms. -school content without prejudices. -creative dialogues with kids. All these stages are very important for the teaching process,because the help the organization of it and can also form one successful kind of studing.

Here is some information that i have found, that i think is very interesting, it is about the research of some american scientists about the game, the play, that is used at the teaching process:

Learning Federation The United States faces a crisis of undereducation in formal schooling and workforce training. Federal Reserve Chairman Alan Greenspan has said that Americans' lack of skills is holding back economic growth.To address this crisis, the FAS(FEDERATION OF AMERICAN SCIENTISTS) set up the Learning Federation to lay out a path whereby today's learning enterprises can take advantage of information technology's potential within a decade. FAS President Henry Kelly has said: "Learning enterprises need to adapt to the needs of young and old, citizens and recent immigrants." Only by appropriate new uses of science and technology will individuals, in our increasingly diverse society, get the quality education and training they need.To date the FAS Learning Federation has:·	Brought scientists and technologists in many disciplines together in unprecedented collaboration, to create ·	A national plan for how the many stakeholders in education and workplace training can benefit from advances in cognitive science and information technology.We are now reaching out to stakeholders, including researchers, corporations, government, the video games sector, to help us create a better future for all Americans—soon. FAS releases report on video games and learning The FAS announced groundbreaking recommendations calling on government, educators, and business to develop strategies to use video games in education and workforce training.

Games, Cookies, and the Future of Education FAS President Henry Kelly explains how games, simulations, and other information technologies can revolutionize and personalize education. ESA Chief discusses potential for video games beyond the living room Doug Lowenstein, president of the Entertainment Software Association, praised FAS' ongoing initiatives to study the potential of video games as learning tools during his State of the Industry Address at the Electronic Entertainment Expo in Los Angeles. FAS hosts Summit on Educational Games This summit marks the first meeting of individuals from academia, government, private foundations and the software development industry to determine the challenges that need to be addressed to create a healthy marketplace for educational games. FAS' Kay Howell Leads Serious Games Summit Roundtable on Building a Research Agenda If the use of games in learning and training is to increase it must be accompanied and buttressed by a robust research agenda. This roundtable identified key research needs and issues. FAS' Discover Babylon Educational Game Highlighted Michelle Roper's Discover Babylon was recently featured in WUSA News, Education Week and eSchool News. FAS' Multi Casualty Incident Responder Training Featured at ITSEC Mark Schleicher will present case study on the Dept. of Commerce funded simulation used to train FDNY fire chiefs. Henry Kelly, FAS President, Presents at National Academies Workshop Dr. Kelly presented the Learning Federation R&D Roadmap and described the Digital Opportunity Investment Trust Initiative (H.R. 2512 and S. 1023) that would fund the research plan, November 2, 2005. FAS' Virtual Patient R&D Plan FAS' Virtual Patient R&D plan focuses on improving the integration of learning technologies into simulation-based trainers in medicine. The goal is to form an effective bridge between textbook and patient, while reducing errors associated with the acquisition of patient care skills. FAS Immunology Game Featured at Games for Health Conference, Sept. 28 & 29 Baltimore Details about Games for Health 2006 History in the Digital Age FAS Board Member, Larry Grossman, spoke compellingly about the role of the federal government in upholding the publicska on September 22, 2006.

There is a small test, which was given to the pupils at third degree:

1.You have to study a new story in literature :

a)	you prefer to play the characters of the new story and that way you can understand the whole story more clear. b)	you prefer your teacher to read the story for you. c)	you prefer to read it by yourself.

2. During the painting lesson, it will be more interesting if:

a)	there is a kind of a painting game ,that you can play in groups. b)	you just draw your picture c)	team work is not interesting for you.

3. You have a math test:

a)	you wish there was a computer with a math game, that can find out the degree of your math knowledge. b)	it is better  if your teacher can give you a list with your test. c)	it would be very interesting if you could take the role of the teacher and examine the other pupils and meanwhile your teacher can see the degree of your knowledge in math and the knowledge of the others too.

4. To study more about the plants:

a)	you can do an experiment to study more about the growth of the seeds. b)	it is better if your teacher just tell you what is it. c)	you can read it in your textbook

CONCLUSION: These little test was given to the students at 3-d degree. They have completed it and there were different answers. On the first question there were 60% for answer –a; 30%-for answer b;and 10%- for answer c. For the second one the results were 85% for answer –a; 15 % for answer –b: 0 % for –c. The third question was very interesting for the students and the biggest percent was for anwer-a, because they think that the computer is more efficient way for the studing process as a whole. There were 70% for answer –a; 25% for answer –c and 5% for answer-b. IT is a well-known truth that experiments help not only children, but adults too at their learning process. So there were 80% for answer-a, 20 % for-b and 0% for-c. The conclusion of this test is that the young generetion thinks that the new technology is a better way of helping the process of studing. Computers are something very important for them and we think that there are some pros and cons about this question too. They can find really more information, using computers and Internet, but on the other site this is something which helps their earlier growing up. However there is also not a small part that belives that the teacher is the essential figure at their studing and this is something very good. However the teacher is the one, who makes this process more interesting for the children and in his hands is everything.

title: User:Elidiq


text:
User talk:Rubiohonolulu~enwikiversity

Ethic and Technology: Water and Energy in Diverse Religious Analysis.

Ethic: Moral and Social Engagement from diverse religious view analysis. Buddhism; Judaism; Christians; and Muslins.

Technology: Water and Energy resources and their technology management as Social Engage for human sustainability.

Buddhism and Sustainability: Ethic: Water: Energy:

Judaism and Sustainability: Ethic: Water: Energy:

Christians and Sustainability: Ethic: Water: Energy:

Muslins and Sustainability: Ethic: Water: Energy:

Interfaith and Peace

Your account will be renamed
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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 Rubiohonolulu. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Rubiohonolulu~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
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title: User talk:Rubiohonolulu~enwikiversity


text:
MS 70-536 Microsoft .NET Framework 2.0

MS 70-536 Microsoft .NET Framework 2.0 - Application Development Foundation - using mono
This course will help students study for the MS 70-536 exam using mono as the CLR implementation. The course will make extensive use of the mono documentation and it is to be hoped that during the process of developing this course contributions will be made to the mono documentation.

The course materials will be developed on mono and then tested on the .NET framework. Comments will be added where there are incompatibilties.

Part 1. Developing applications that use types and collections

 * System
 * System.Collections
 * System.Collections.Generic
 * System.Collections.Specialized
 * System - Common Interfaces
 * System - Event Support

Part 2. Implementing service processes, threading, and application domains in a .NET Framework application

 * System.ServiceProcess
 * System.Threading

Part 3. Embedding configuration, diagnostic, management, and installation features into a .NET Framework application

 * System.Configuration
 * Mscorcfg.msc
 * System.Diagnostics

Part 4. Implementing serialization and input/output functionality in a .NET Framework application

 * System.Runtime.Serialization
 * System.Xml.Serialization
 * System.Runtime.Serilaization.Formatters
 * System.IO
 * System.IO.Compression

Part 5. Improving the security of the .NET Framework applications by using the .NET Framework 2.0 security features

 * System.Security
 * System.Security.AccessControl
 * System.Security.Authentication
 * System.Security.Cryptography
 * System.Security.Permission
 * System.Security.Policy
 * System.Security.Principal

Part 6. Implementing interoperability, reflection, and mailing functionality in a .NET Framework application

 * System.Runtime.InteropServices
 * System.Reflection
 * System.Net.Mail

Part 7. Implementing globalization, drawing, and text manipulation functionality in a .NET Framework application

 * System.Globalization
 * System.Drawing
 * System.Text
 * System.Text.RegularExpressions

title: MS 70-536 Microsoft .NET Framework 2.0


text:
MS 70-536.1

1.1 Manage data in a .NET Framework application by using the .NET Framework 2.0 system types.
Data types are separated into value types and reference types. Value types are either stack-allocated or allocated inline in a structure. Reference types are heap-allocated. Both reference and value types are derived from the ultimate base class System.Object. In cases where a value type needs to act like an object, a wrapper that makes the value type look like a reference object is allocated on the heap, and the value type's value is copied into it. The wrapper is marked so that the system knows that it contains a value type. This process is known as boxing, and the reverse process is known as unboxing. Boxing and unboxing allow any type to be treated as an object.

In .Net and mono (nearly) everything is a Type. The key to finding out about types is the System.Type class. This class can be used to investigate a type. The quickest way to get hold of a type in c# is to use the typeof operator. This operator returns a System.Type object. using System; namespace OpenEd.Ms70536.Part1.Section1 {        public class TypeQuery {                public static void Main {                        // Getting an instance of Type in c#. Console.WriteLine (typeof (Type).FullName); // Getting an instance is more complicated using the CTS. Console.WriteLine (Type.GetType ("System.Type").FullName); }        } }

1.1.1 Value types
We can investigate types using System>Type and some reflection. using System;

1.1.5 Exception classes
See: System.Exception

All exceptions derive from the System.Exception class. This class has three constructors to throw a new exception either the first or second constructor can be used. To throw a nested exception the third constructor is used. Each of the constructors is illustrated below. using System; public class ThrowSimpleException {        public static void Main {                throw new Exception; } }

using System; public class ThrowExceptionWithMessage {        public static void Main {                throw new Exception ("Exception with message was thrown."); } }

using System; public class ThrowNestedException {        public static void Main {                Exception innerException = new Exception ("Inner exception message."); throw new Exception ("Outer exception message.", innerException); } } In practice exceptions that are thrown should derive from System.Exception. It is bad practice to throw System.Exception directly.

1.2 Manage a group of associated data in a .NET Framework application by using collections.
Managing groups of data as a unit where each data item can be accessed is a common operation. The System.Collections namespace provides several different types for managing collections. The collections are related to one another by the fact that they implement IEnumrable and ICollection (Check this).

The three interfaces IList, ICollection and IDictionary are structured in the following way: The main classes of System.Collections are as follows:

ArrayList class
ArrayList implements a variable-size IList that uses an array of objects to store the elements. A ArrayList has a ArrayList.Capacity, which is the allocated length of the internal array. The total number of elements contained by a list is its ArrayList.Count. As elements are added to a list, its capacity is automatically increased as required by reallocating the internal array.

Collection interfaces
public interface ICollection {       int Count { get; } bool IsSynchronized { get; } object SyncRoot { get; } void CopyTo (Array array, int index); }
 * ICollection interface and IList interface

public interface IList {       bool IsFixedSize { get; } bool IsReadOnly { get; } object this [ int index ] { get; set; } // TODO: Add methods. } public interface IEnumerable {       IEnumerator GetEnumerator ; }
 * IComparer interface and IEqualityComparer interface
 * IDictionary interface and IDictionaryEnumerator interface
 * IEnumerable interface and IEnumerator interface

public interface IEnumerator {       Object Current { get; } bool MoveNext ; void Reset ; }

Hashtable class
A Hashtable represents a dictionary with a constant lookup time that contains entries of associated keys and values. The type of each entry in a Hashtable is DictionaryEntry. A statement that exposes each element in the collection is required to iterate over this type.

BitArray class
The System.Collections.BitArray implements a collection of boolean values. There are a number of different constructors for a BitArray. The BitArray creates ... The methods of a BitArray allow a bitwise operation to be performed on the BitArray. using System; using System.Collections;

namespace OpenEd.Ms70536.Part1.Section2 {       public class BitArrayExample {               public static void Main {                       BitArray bitArray = new BitArray (new byte [] {byte.Parse ("25")}); Console.WriteLine ("bitArray.Count: {0}", bitArray.Count); for (int i = 0; i < bitArray.Count; i++) Console.WriteLine ("bitArray [{0}]: {1}", i, bitArray [i]); }       } } Compiling and running this example gives the following output: ~/work/70-536/70-536.1/70-536.1.2> gmcs bitarrayfrombyte.cs ~/work/70-536/70-536.1/70-536.1.2> mono bitarrayfrombyte.exe bitArray.Count: 8 bitArray [0]: True bitArray [1]: False bitArray [2]: False bitArray [3]: True bitArray [4]: True bitArray [5]: False bitArray [6]: False bitArray [7]: False

Stack class
The stack is a collection supporting only the push, pop, and peek operations. The push method puts an object onto the end of the stack. The peek method returns the most recent object placed on the stack. The pop method removes the most recent object placed on the stack and returns it.

1.3 Improve type safety and application performance in a .NET Framework application by using generic collections
There is often a need to have a collection only store objects of a given type. For example an ArrayList might be used to store only strings. ArrayList stringArray = new ArrayList ; stringArray.Add ("String 1."); stringArray.Add ("String 2."); stringArray.Add ("String 3."); However this is not type safe as at any point in the lifetime of the stringArray object an object that is not a string can added.

There is also the convenience of having to cast down the items retreived from the stringArray. string string2 = (string) stringArray [1]; In earlier versions of c# the only way to have type safe collections was either to wrap an existing collection or derive from an existing collection. public class StringArray {               private ArrayList stringArray;

public StringArray {} }

Collection.Generic interfaces

 * Generic IComparable interface (Refer System Namespace)
 * Generic ICollection interface and Generic IList interface
 * Generic IComparer interface and Generic IEqualityComparer interface
 * Generic IDictionary interface
 * Generic IEnumerable interface and Generic IEnumerator interface
 * IHashCodeProvider interface

Generic Dictionary

 * Generic Dictionary class and Generic Dictionary.Enumerator structure
 * Generic Dictionary.KeyCollection class and Dictionary.KeyCollection.Enumerator structure
 * Generic Dictionary.ValueCollection class and Dictionary.ValueCollection.Enumerator structure

Generic LinkedList

 * Generic LinkedList class
 * Generic LinkedList.Enumerator structure
 * Generic LinkedListNode class

Specialized String classes

 * StringCollection class
 * StringDictionary class
 * StringEnumerator class

Specialized Dictionary

 * HybridDictionary class
 * IOrderedDictionary interface and OrderedDictionary class
 * ListDictionary class

Named collections

 * NameObjectCollectionBase class
 * NameObjectCollectionBase.KeysCollection class
 * NameValueCollection class

Delegate class
A delegate is similar to a typed function pointer.

The ThermoStat class using System.Threading; namespace OpenEd.Ms70536.Part1.Section6 {    public delegate void ThermostatChangedEventHandler(ThermostatState newState); public class Thermostat {        private ThermostatState state = ThermostatState.Open; public ThermostatChangedEventHandler ThermostatChanged; public void MonitorTemperature {            while (true) {                Thread.Sleep(2000); FlipState; if (ThermostatChanged != null) {                    ThermostatChanged(state); }            }         }         private void FlipState {            if (state == ThermostatState.Open) {                state = ThermostatState.Closed; }            else {                state = ThermostatState.Open; }        }     } } A delegate allows the act of calling a method to be delegated to someone else. public delegate void TemperatureChangedEventHandler(double temperature);

public class ClientServer {        public static void Main {                Server server = new Server ; WriteMessage (server.GetMessage ); // TODO: poll servers here. }        public void WriteMessage (string message) {                Console.WriteLine (message); } }

public class EventHandlingClient {       public static void Main {              Server server = new Server ; MessageReceived += new MessageReceivedEventHandler (WriteMessage); // TODO: loop waiting for servers here. } }

Delegate class - test driven
In this section we'll explore delegates using unit tests. The first question we'll look at is when are delgates created?

A delegate is created when an method is added to the invocation list. The delegate is distroyed when there are no more methods in the invocation list.

using NUnit.Framework; namespace OpenEd.Ms70536.Part1.Section6 { 	[TestFixture] public class ThermostatTests { 		[Test] public void AddingHandlerCreatesDelegate { 			Thermostat thermostat = new Thermostat ; Assert.IsNull (thermostat.ThermostatChanged); thermostat.ThermostatChanged += new ThermostatChangedEventHandler (OnThermostatChanged); Assert.IsNotNull (thermostat.ThermostatChanged); thermostat.ThermostatChanged -= new ThermostatChangedEventHandler (OnThermostatChanged); Assert.IsNull (thermostat.ThermostatChanged); }        	public void OnThermostatChanged(ThermostatState newState) {        	} 	} }

EventArgs class
The EventArgs class is a base class for use in the pattern described in the next section. To pass arguments sub classes are derived from the EventArgs class. public class ThermostatChangedEventArgs : EventArgs {       private ThermostatState newState;

public ThermostatChangedEventArgs (ThermostatState newState) {               this.newState = newState; }

public ThermostatState NewState {               get { return newState; } } }

EventHandler delegates
The EventHanlder is part of a pattern for handling events that is aimed at reducing the proliferation of different delegates. In this pattern there is one delegate, the EventHandler delegate.

public delegate void EventHandler (object sender, EventArgs e)

title: MS 70-536.1


text: User talk:Jason.cozens

title: User talk:Jason.cozens


text: User talk:Elidiq

title: User talk:Elidiq


text: User talk:Jhawthorn

title: User talk:Jhawthorn


text: User talk:Descartys

title: User talk:Descartys


text:
User:CQ/Paducah2020

Paducah2020 (#PaducahBoot) is an urban engineering project for building social capital in the US city of Paducah. The project is designed to return economic situations back to a more normal, natural and sustainable state. The multidimensional strategy draws upon local talent, grassroots organizing and advanced social media for "bootstrapping" a new social ecology independently from the juggernaut forces currently in power. The local plan is based on new principles of peer production, consensus-driven governance, and alternative interpretations of property rights, business ethics and inclusive participation.

Introduction
The notion of well-being comes from many dimensions. Some folks rely on what they can see. Others are capable of vision into things that could be. What we want to do here is brainstorm and catalog some ideas that could transform our local community into a more solid network of projects with goals and resources both potential and existing. We want to move Paducah and McCracken County forward in terms of collective well-being characterized by positive steps toward community health, to which we attach the term "Social capital".

Paducah2020 is, more than anything, a "meme" of sorts that focuses, not on a particular "plan" but on a set of factors, trends and possibilities that may or may not exist in the near future. The year 2020 isn't that far off. In terms of vision, 20/20 refers to sightedness as in "Hindsight is 20/20". It is important to build a sense of community upon our sense of place and our sense of history.

The factors may include economic conditions such as an increase or decrease in the population, plant closings or other factors that impact the region. Some trends may be tracked locally, such as sharp or subtle changes in fuel prices or in local or global attitudes brought about by the reaction to terrorism or political change. Of the possibilities, the most important is probably that of a major earthquake along the New Madrid Seismic Zone. As an inland city, the threat of terrorist attack is a remote possibility, but in the minds of many credible scientists, a deadly quake is a certainty in the near future. Will Paducah survive? How can a small city prepare for such a thing?

Mapping the region
The city of Paducah was built at the confluence of the Tennessee and Ohio rivers because of economically desirable geographic features which made it an ideal inland river port. What we now call Island Creek was at first navigated extensively to prime Paducah's economic pump, allowing a way to move goods to and from stations upstream toward the Tennessee Valley Ridge. The Purchase Area Watershed Mapping Project will be an effort to build a comprehensive map to augment the existing geophysical survey. This map will become a multi-dimensional model that can aid in understanding both the existing built environment and the natural environment we inhabit. Hopefully, the map will provide insight into better ways to cooperate with nature shifting Human capital toward more sustainable and ecologically sound usage of our physical substrate.

Paducah2020 shared map (Google maps)

Reconstructing the past
Many questions about the future roll around in our collective mind. As a community, we seem to have left our future in the hands of a proverbial "they" who will figure out the future. Many have resigned from a sense of both the past and the future. Paducah2020 is designed, first, to map out where we are and where we've been. Then perhaps we can gain some insight into where we're going. Kentucky Historian Laureate, the late Thomas D. Clark said, "Without a sense of History, you can't possibly have a sense of community." Our goal is to look at a timeless version of our locale as a dynamic place for life to happen.

Before European and African Americans settled this valley, Native Americans used the confluence areas quite differently. The new Confluence History and Archaeology Task force (CHAT) will probe deeply into regional history. The effort will be to locate and research primary sources within the public records, newspapers and other archives to supplement and verify existing library resources and perhaps even fill in some gaps providing freely available digests.

CHAT Field work, aided by PAWMP will be conducted to locate and document actual sites of historical activities, focusing on water courses like Island and Perkins creek and the Tennessee Valley Divide.

Integrating the Arts
Paducah's Musical heritage is an important dimension, as well. Blues, Jazz, Country, and Rock all have representation in the region's past and its present. There is no reason why this aspect can't be capitalized upon in the near future.

SYZYGY17
SYZYGY17 here at Wikiversity will bring together science enthusiasts from all around the world. We are using the solar eclipse of August 21 as a catalysing framework to combine skills with needs, interests with capabilities and people with ... other people .. in a massive collaboration to fully document this very unique celestial event. We are also planning to incorporate live media streaming experiments through the Wiki Campus Radio

The path of the 2017 eclipse crosses the path of a future one on April 8, 2024, with the intersection of the two paths being in Southern Illinois in Makanda Township at Cedar Lake just south of Carbondale. A small land area, including the cities of Makanda, Carbondale, Cape Girardeau, and Paducah, will thus experience two total solar eclipses within a span of fewer than seven years.

The Instrumentation Age
Computer Programming and Computer Science are important to both Paducah's past and future. The Information Age Park failed to attract the Silicon Valley industries that the naive country people of the region thought it would. True naivety is a rare commodity in the business world these days. Find out why here.

Modeling and Mapping
The initial goals of the project:
 * 1) To collect and augment maps of various types
 * 2) To discover the progression of the built environment
 * 3) To collect data about the natural environment
 * 4) To compile localized open-content educational resources
 * 5) To augment existing plans emphasizing sustainability
 * 6) To heighten the state of readiness for geophysical disaster
 * 7) To foster a deeper sense of community

Transition Network
The global Transition Network is a charitable organisation whose role is to inspire, encourage, connect, support and train communities as they self-organize around the Transition model, creating initiatives that rebuild local resilience and reduce atmospheric carbon while helping to build community.

The site on the main (planet-wide) Transition Network is Paducah2020 - Transition Network (login required)

The following is an editable copy of the principle text.

Transition Network content for Paducah2020
Contact Initiative About
 * Status: Muller
 * Approximate number of members: 3
 * Initiative type: Local Initiative
 * Community type: City/Urban
 * Last updated: Tuesday, 1 September 2015
 * Address: Irvin Cobb Hotel
 * 601 Broadway [out front on the sidewalk for now]
 * Paducah 42001
 * United States

Paducah has interesting geophysical properties within the Ohio Valley at the confluence of all the rivers. We are located at the confluence of the Tennessee and Ohio Rivers and just downstream from the Cumberland confluence with the Ohio and just upstream from the Ohio's confluence with the mighty Mississippi.

As we ramp down (or are thrown down) from dependence on oil and gasoline, river transport will become exponentially more important. Agriculture and food logistics are a central focus for most transition initiatives and Paducah has immense opportunity to become a leader right here from the core of the confluence region.

Paducah has a growing climate of cooperation and resilience thinking. The Lower Town artist colony is culturally connected with communities on the coasts, larger urban experiences and global contexts. This influx of people, skills and ideas finds Paducah already well into a transition toward self-relience and resilience.

UNESCO Creative City
As Creative City of Crafts and Folk Arts, Paducah envisages: The UNESCO Creative Cities Network (UCCN) was created in 2004 to promote cooperation with and among cities that have identified creativity as a strategic factor for sustainable urban development. The 69 cities which currently make up this network work together towards a common objective: placing creativity and cultural industries at the heart of their development plans at the local level and cooperating actively at the international level.
 * providing a platform for UCCN members to showcase their creativity in the United States. Since joining the Network in 2013, Paducah has arranged cultural exchanges with several UNESCO Creative Cities;
 * fostering national and international awareness of the UCCN through Paducah’s branding, public relations, marketing, speaking engagements and social media campaigns;
 * utilizing the UNESCO Creative Cities platform to take a leadership role in educating the tourism industry, the national arts community and government officials on the value of creativity, creative tourism and the UCCN;
 * emphasizing the role of Crafts and Folk Art, notably of fibre arts, in creative expression; and
 * championing partnerships with UCCN members in the United States to strengthen the Network’s collaborative impact.

From Creative Cities Network

Field Work
We have not yet determined why the UN is so jazzed about Paducah. An associate has indicated that the whole point of UNESCO is to sell outdated ideas to unsuspecting municipalities to promote itself as a "world government" of some kind. If the object is "to contribute to peace and security by promoting international collaboration through education, science, and culture to further universal respect for justice, the rule of law, and human rights along with fundamental freedom proclaimed in the United Nations Charter" we're really screwed. Most people in Paducah are wondering how they are going to pay their bills or even to afford their next meal.

The National Quilt Museum
The people we've talked with so far at the National Quilt Museum deny that there is a connection between Antebellum quilting arts and the Underground Railroad.

See Quilts of the Underground Railroad.

Currently, members of the OzoneFarm eCommunity are gathering at the Riverfront in Paducah, camping outside the flood-wall across from the Iron Horse Memorial.

Public Perception and Perspective
Paducah's principle newspaper named The Paducah Sun is owned by the Paxton Media Group which also owns and operates the local NBC affiliate television station, WPSD-TV. Most of the residents are painfully aware of the crony capitalism going on. The Paducah Bank's Artist Relocation Program helped a little but was divisive as most gentrification projects go and did little to include a large swath of the ordinary folks. The entire city and it's surrounding region may remain under a cloud of censorship due to the remaining effects of the "Cold War" because of the strategic arms industry has long resided in the area. see Paducah Gaseous Diffusion Plant

Higher Contexts
The American Geographical Society looks at the future geography of economic exclusion and integration exploring how mechanisms of economic exclusion shape the geography of our cities, perpetuating and even magnifying poverty, inequality, and stunting development and stability. The Paducah2020 project is geared toward the under-served segments of this community and is heavily engaged in reaching into neighborhoods and distressed areas for both insight into specific problems and to recruit and support those who have been marginalized. The team we're assembling includes those excluded by those who manage things from monetized positions. ..onward we go..

Philosophy and Principles

 * Post-scarcity economy
 * Peer production
 * Commons-based peer production
 * Adhocracy
 * Emergent democracy
 * P2P economic system
 * Sharing economy
 * Distributed economy
 * Network economy
 * Open design
 * Open-source movement
 * Open source hardware
 * Open Source Ecology
 * Peak oil
 * Digital revolution

Mentors

 * Geeta Mehta
 * Eben Moglin

title: User:CQ/Paducah2020


text:
Blender for Game Graphics and Animation

We can use some expertise here so please edit extra boldly.

Getting Started With Blender
There is a whole set of booksBlender under development at Wikibooks. The authors probably welcome questions or clarification regarding specific issues that may cause us problem. There is also a Blender portal started here at Wikiversity which at the moment merely points to pretty good tutorial at Wikibooks.

The software and manuals may be downloaded from the Blender site maintained by the Blender Foundation.

New to 3D art creation
Creating and manipulating 3D objects using a mouse and a keyboard is much more complex than drawing a 2D image with a mouse. The new user might expect that the software would be like a paint or photo-image application in which the user selects a tool by clicking and alters the image before selecting the next tool but with 3D it is nessecary to hold and move the object, spin it around in different directions, alter its size or part of its size, select specific areas on different sides and move, rotate or alter the shape in a precise manner. Simple two-button mouse control is just not quick enough for that sort of manipulation so to use Blender 3D you will need one hand on your keyboard at all times so that you can hold a button down for each type of manipulation. It is quite easy once you learn a few key-commands but to the adept Paint or Photoshop user who expects to create lovely sculptures using a mouse and the power of intuition will most likely think the program is very difficult or not working for them. It is actually quite fast and easy to learn especially if you keep a note of the key-commands you are likely to use and can reference some good step by step instructions. Often in the Blender community they say that Blender is "non-intuitive" which is quite accurate but also driving a stick-shift car and knitting by hand is non-intuitive even though little old grannies do it easily so it should become easy. Blender has been embraced widely by amateur and commercial developers and has added extraordinary capability since going open source on July 18th, 2002 with several Disney-quality animated movies being freely released to date. It imports and exports in a wide variety of file formats including the old 3ds from 3DStudio which is accessible by export from the newer versions of 3DSMax and has a vast range of texturing options for more complex tasks. Blender is free to download and has extensive tutorials online. A 60MB PDF user manual can be dowloaded from the Blender.org site covering almost all functions. If you want a highly capable free open source environment for anything from making coloured spheres and boxes to commericial grade computer graphic animation Blender may be an excellent option for you.

Images of Models Available under Free License
For testing purposes in developing this learning trail a set of models used in a virtual airport product will be released under both the GFDL and the Creative Commons 2.5 here by the producer Mirwin 20:13, 8 November 2006 (UTC)

This is a jpg from the front view of the firestation bay to show the models. These were created in 3DSMax, exported to 3ds file format then imported into blender. At this time I am a novice with Blender but the saved blend file is of a size to indicate the model reconstruction information was successfully imported. If someone knowledgeable with Blender and its use can help us sort this import/export reuse out. I, mirwin, have a substantial set of additional models which will be released to this learning trail under both the GFDL and the CC2.5 to help new participants get started. These sets and models including aircraft, ground service vehicles, national guard unit vehicles, warehouses, and miscellaneous models and sets created by a team of six professionals over a period of about 5 man years. Mirwin 20:13, 8 November 2006 (UTC)

Acquiring Firestation bay models
Wikiversity is not setup to handle blend or zip files yet, if ever. If someone wants the associated blend files to play with email user:mirwin and I will send the 5MB file to you. Once our cisLunarFreighter class learning project is setup at sourceforge we can place zips of the .blend files and other art, code, design specification and documention there.

title: Blender for Game Graphics and Animation


text: File:FrontViewVAPFirestationModels.jpg

title: File:FrontViewVAPFirestationModels.jpg


text:
Talk:Introductory Ancient Greek Language/Lesson 1

I just have two things to say: One is how do you write H and the second is, I think you should put something at the end, so no one will  glance at the answer by accident, like the spolier warning or somethings, thats all. noblelover 21:20, 8 November 2006 (UTC)

As it meant to be transliteration, there should be Thermopyle and the end of the page instead of Thermopylae.
 * I think that generally, for this introduction to Greek transliteration, simpler, English words should be used as examples, rather than Greek words. I just feel that the latinization of many Greek words could prove to be a bit confusing.PoBoy321 18:17, 23 May 2008 (UTC)

Diphthongs
I am going to remove the inclusion of iota subscripts as diphthongs. They really should not be considered diphthongs since their pronunciation does not change from the un-subscripted vowels, and knowledge of them beyond being indicative of the dative case is really superfluous.PoBoy321 18:17, 23 May 2008 (UTC)

Long v. Short Vowels
This is unnecessary for an introductory course because its importance does not become evident until the introduction of lyric poetry.PoBoy321 18:22, 23 May 2008 (UTC)