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Business Process Management and Automation in Project Management

Project Description
To improve the return on investment for all activities undertaken within any organization is a fundamental concern to everyone involved. This means that every entity must look beyond meeting the expectations of the current task at hand. They must also be looking forward to what value to the activity will bring to the organization as a whole. Doing so ensures not only the success of the organization and project, but also increases the likelihood of receiving funding and support for future endeavors.

To this end Project Managers, and in larger organizations the Project Management Office, have become integral parts to many initiatives. The leadership skills, industry specific experience and knowledge, and understanding of effective project management these entities bring have enabled projects to successfully come in on time, on budget, and as outlined.

But now the question arises : How does an organization improve upon the activities of the Project Manager and the Project Management Office? The answer lies within the field of Business Process Management and Automation. More specifically, these organizations need to undertake activities to optimize their existing business processes surrounding their project management methodology, and adapt these processes to new organizational needs.

The goal of this project is to outline to any organization the opportunity they have to improve their return on investment from projects through the application of Business Process Management and Automation techniques within their project management environment. Through the analysis of the PMI : Project Management Body of Knowledge, steps will be outlined in detail on how organizations can improve not only individual projects, but overall organizational performance as well.

Shera08 14:59, 29 August 2007 (UTC)=Project Topics= Background Information ->Business Process Mangagement Automation ->Project Management Business Process Management and Automation in Project Management ->Project Lifecycle ->Scope Creep ->Resource Allocation and Tracking ->Cost Estimation ->Timescales ->Communication Plan ->Task Allocation

Suggested Reading / Bibliography
A Guide to the Project Management Body of Knowledge Third Edition. Project Management Institute (PMI) (2004). Newton Square, Pennsylvania : Project Management Institute Inc.

The Canadian Government’s Style of Enterprise Business Architecture, ID Number: G00128065. R. Scott Bittler and Greg Kreizman (2005). Stamford, Connecticut : Gartner Research Publications.

Contributors

 * user:jcoickle


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User:ProfessorDan

Hello. I'm an instructor at Colorado School of Mines in Golden, Colorado--in the Division of Liberal Arts and Social Sciences.

I have undergraduate degrees in English and Education from Penn State University and Edinboro University; an MFA in Writing and Poetics from Naropa University and am currently completing my Ph.D. in English at the University of Louisiana at Lafayette.

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text: School:Strategic Studies/Universal Tactical Simulation/Landsknecht/Reichsturmfahne


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Talk:Seminar in Tradecraft and HumInt/Moscow Rules

This article either needs a link to a reference with citations, or needs to include a reference with citations itself, as it claims esoteric knowledge. The Jade Knight 09:25, 28 October 2006 (UTC)
 * The problem with this is I had been looking for the full 40 (you'll find that the reference you deleted was an article about a CIA agent who referenced the 40 rules) and I had been looking for them for months. I originally found them in an ex-serviceman's magazine online which has since disappeared. These are the preserved 40 rules to the best of my knowledge, and the source is not solely the book on tradecraft, I believe that book is an adaptation. My research shows that the full 40 were released very early, but they are almost invariably never published in full.--Dnjkirk 03:25, 29 October 2006 (UTC)


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Mind Mapping/Lesson 1

This first lesson on Mind Mapping is about the why: why should you learn to Mind Map in the first place? But before you jumpstart into reading this entire lesson, let me remind you that you learn best by doing. And what better way to start then to ask you a little question:

"Why did you come to this wikipage?"

Learning activity: Go to the /Answers Page/ now to read what others said. Then edit the page to share your own answer and come back here.

"Do I have a problem then?"
People have many problems in their lives, and so do you probably. Mind Mapping is technique that could solve at least some minor problems for you. To get a feeling of the kinds of problems that it can solve, let's have a look at what some Mind Mapping users said about the kind of problems that it solved for them. Do you have a problem then?

 * "I was faced with huge amounts of information that I couldn't seem to organize nicely. I had trouble memorizing it all and from time to time, I simply forgot some important tasks that I had to do."
 * "When organizing projects for my club, I always felt a little bit lost in all the to-do's. It seemed like an endless list of chores without me ever getting a grasp on the whole of the project."
 * "In class, I got bored quickly with copying what the teacher wrote on the blackboard. I felt that I didn't really learn or understand it that way."
 * "When studying for an exam, I made summaries of 5 to 6 pages which in the end I couldn't really structure well. Big summaries just didn't give me the overview that I needed, only the details."
 * "Whenever I had to speak in front of a group of people, I felt stressed. Partly because on one side I wanted to write everything down that I wanted to say and secondly I wanted to have the freedom to elaborate on some subjects beyond what I had written down."

Editor remark: The first thing when i open this page comes to my mind is what will be next? So all i can do is wait till some signal that will drive me to get ahead another step

title: Mind Mapping/Lesson 1


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Template:Col-begin/doc

This template is a self-reference and is part of Wikiversity rather than a learning project.

Usage
 Column 1 here Column 2 here

Another way do a two column table is like this:

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Ways of making education more interesting for children

Intro
Lots of things can make the lesson more fun.Things like games, songs, quizzes, puzzles, projects where students make something fun ... although a lot of it can also depend on the teacher's personality.This is an extremely powerful tool. When children are having fun or if they find something amusing, they will do whatever it is again and again and again. It's amazing.

Not only will they want you to do it again then, but the next time you see them, they'll ask you, "Do that thing again." (Problem is you have to remember what it was.) Children do this and love it. It's one way to learn about morphemes. Tell them you want an elephant-pencil. "An elephant-pencil? No, no a monkey-pencil! No, no. A ROCKET-pencil." "A pocket-pencil? What's that?" Children will jump in and start talking! As a teacher or at any profession, you can get very bored with the same thing every day.

Games and new activities will bring some new life to your classes but you might think about some new things for yourself. Further education as a teacher may bring some new horizons. In designing lesson plans this can be a key point for game/activity selection and/or creation, as well as presentation. If the students find something amusing they will want to do it over and over again.

Useful Tools
Switch around with a range of activities, like watching a video one week, & then listening to a song next week, followed by newspapers or magazines, & then conduct a role play, etc... . I think its best to use tasks that the students will find relavant as well, so that they want to learn, rather than something irrelavant. Lastly, when assigning them tasks, make sure that they are easy enough to successfully complete, but not too easy that they will think it is a waste of time. A useful way to grab children's attention is by comics. Children like colourful cartoons, and if a message of learning is concealed inside the cartoon the child will take it in better than they would in a boring black and white book.
 * Funny words: Don't be afraid to make up words or combine words to make non-sense. Children might bring you a lot of new ideas.
 * Build up! Be Positive! Teach hard! The first thing to make class more interesting for students is to be interested & enthusiastic about what you want to do during the lesson.
 * Also build on teacher-student relations. Get to know your students, & let them get to know about you too, this way not only will they feel more comfortable around you, but you'll feel alot more comfortable teaching them as well.
 * Comic strips


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User:Boryana

Lots of things can make the lesson more fun.Things like games, songs, quizzes, puzzles, projects where students make something fun ... although a lot of it can also depend on the teacher's personality.This is an extremely powerful tool. When children are having fun or if they find something amusing, they will do whatever it is again and again and again. It's amazing. Not only will they want you to do it again then, but the next time you see them, they'll ask you, "Do that thing again." (Problem is you have to remember what it was.) In designing lessons plans this can be a key point for game/activity selection and/or creation, as well as presentation. If the students find something amusing they will want to do it over and over again. Funny words: Don't be afraid to make up words or combine words to make non-sense. Children do this and love it. It's one way to learn about morphemes. Tell them you want an elephant-pencil. "An elephant-pencil? No, no a monkey-pencil! No, no. A ROCKET-pencil." "A pocket-pencil? What's that?" Children will jump in and start talking! As a teacher or at any profession, you can get very bored with the same thing every day. Games and new activities will bring some new life to your classes but you might think about some new things for yourself. Further education as a teacher may bring some new horizons. Beyond new horizons, it might bring you a lot of new ideas. Build up! Be Positive! Teach hard! The first thing to make class more interesting for students is to be interested & enthusiastic about what you want to do during the lesson. Switch around with a range of activities, like watching a video one week, & then listening to a song next week, followed by newspapers or magazines, & then conduct a role play, etc... . I think its best to use tasks that the students will find relavant as well, so that they want to learn, rather than something irrelavant. Also build on teacher-student relations. Get to know your students, & let them get to know about you too, this way not only will they feel more comfortable around you, but you'll feel alot more comfortable teaching them as well. Lastly, when assigning them tasks, make sure that they are easy enough to successfully complete, but not too easy that they will think it is a waste of time.

title: User:Boryana


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User:Martin Kozák

Martin Kozák

de:Benutzer:Martin Kozák es:Usuario:Martin Kozák fr:Utilisateur:Martin Kozák

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Computer architecture

Introduction

This course introduces students to the core concepts of Computer Architecture - including hardware components, assembly languages, and pipelining.

Due to the open nature of Wikiversity you are free to browse through these courses at whatever pace you desire. However, before you begin this course you should consider reviewing the material covered in the perquisite courses (listed below) to ensure that you are prepared to learn this content.

In each lesson there is an objective at the top of the page, review these points and keep them in mind as you go through the lesson. At the end there is an assignment to test your understanding and further explain the material. Once you have finished the entire course you may move on to another course in the unofficial degree.

(Note: Many of these lessons are stubs, and they need a lot of help. Please excuse the mess - and help out if you can!).

Prerequisites
''Prerequisites are courses it is suggested you understand before you attempt this course. If you're having a hard time understanding the material in this course, make sure you understand these prerequisites first.''
 * Introduction to Programming
 * Theory of Programming Languages

Lessons

 * 1) /Introduction/
 * 2) /Central Processing Unit/
 * 3) /Control Unit/
 * 4) /Memory Organization/
 * 5) /Input Output Organization/
 * 6) /Overview of Operating System/
 * 7) /Instruction Set Architectures/
 * 8) /Pipelining/
 * 9) Memory Hierarchies (Caches)
 * 10) /Instruction Level Parallelism/

Students
If you are using this course as a learning resource, please sign below by typing 4 tildes (~). 167.235.77.98 (discuss) 16:08, 11 July 2022 (UTC)
 * 117.227.159.150 16:57, 25 September 2012 (UTC)
 * Odlabenonline (talk) 10:16, 4 January 2013 (UTC)
 * 38.88.62.122 (discuss) 19:41, 4 June 2013 (UTC)
 * 190.178.201.94 (discuss) 14:29, 16 March 2014 (UTC)
 * 86.204.208.100 (discuss) 11:31, 14 July 2015 (UTC)
 * 24.23.162.111 (discuss) 21:38, 14 August 2016 (UTC)
 * Potentialinwaiting (discuss) 15:45, 28 January 2017 (UTC)
 * Hypergeek14 (discuss • contribs) 21:23, 31 July 2018 (UTC)

Teachers or Contributors
If you are helping to develop this resource, or want to help mentor enrolled students - Please sign below by typing 4 tildes (~). 121.91.60.182 (discuss) 20:39, 30 October 2023 (UTC)
 * Azotochtli (talk) 13:50, 13 August 2012 (UTC)

title: Computer architecture


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User:Vreemdekikker

if you believe, you will, if you don't, you won't

title: User:Vreemdekikker


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User:Prinzwilhelm~enwikiversity

Wikipedia Profile

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User talk:Roelvermeulen

Welcome to Wikiversity. I wonder if you have any ideas about how to categorize Mind Mapping. Would you say it is "learning theory"? Maybe it could be linked to from Portal:Education and School:Education. --JWSchmidt 17:44, 28 October 2006 (UTC)

Well, that sounds like a great idea to me. I would categorize Mind Mapping foremost as an visual organizing tool, that of course can be applied to learning and that has definite advantages over normal notetaking. I think the categories you propose are correct, but surely they are not complete. Mind Mapping is a technique that can be applied to so many areas beside education (like for example business) that it would be inapropiate to put it just in one category. The only school name that I could come up with would be a new one and be something like Information Management.

But since I believe that one subject can have many categories, yours would definetely be correct and necessary. I have however no idea how to put this subject into a category or school. Is it simply the Category: text that I have to put on the page? And secondly I ought to edit the Schools pages to incorporate a link to the subject, no?

 * Go to the Mind Mapping page. Click on the red link for "Mind Mapping" where it says "Category: Mind Mapping" at the bottom of the page. You should then be shown an edit box for "Editing Category:Mind Mapping". You can type in things like and then save that page. That will make "Category: Mind Mapping" a sub-category of the Education category. Yes, feel free to make "Category: Mind Mapping" a sub-category of many other categories. Also, feel free to make links to the Mind Mapping page by editing other pages such as Portal:Education and School:Education. --JWSchmidt 16:42, 29 October 2006 (UTC)

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Nicene Creed (Roman Catholic Theology)

The Nicene Creed, Niceno-Constantinopolitan Creed or Icon/Symbol of the Faith, is the most widespread Christian statement of faith.

Since its original formulation it continues to be used in the Roman Catholic, Syrian Orthodox (Jacobite) Eastern Orthodox, Oriental Orthodox, Assyrian, Anglican, Lutheran, and most other Protestant Churches.

This page is devoted to the theological, as opposed the historical, significance and interpretation. Note that the Nicene Creed is not the same as the Apostles' Creed.

History
The Creed was originally created at the First Council of Nicaea in 325. The version created there ended after the words "We believe in the Holy Spirit". The remainder was added at the First Council of Constantinople, in 381. In 431 the Council of Ephesus reaffirmed this version and decreed that "it is unlawful for any man to bring forward, or to write, or to compose a different (ἑτέραν) Faith as a rival to that established by the holy Fathers assembled with the Holy Ghost in Nicæa."

The purpose of a creed is to act as a yardstick of correct belief. A creed is an epitome, not a full definition, of what is required for orthodoxy. It was hoped that by memorizing this summary of the faith, lay people without extensive theological training would still be able to recognize deviations from orthodox doctrines based on the Bible as interpreted in Christian Tradition.

Text
The Nicene Creed

I believe in one God, the Father, the Almighty, maker of heaven and earth, of all things visible and invisible.

I believe in one Lord, Jesus Christ, the Only Begotten Son of God, born of the Father before all ages. God from God, Light from Light, true God from true God, begotten, not made, consubstantial with the Father; through him all things were made. For us men and for our salvation, he came down from heaven, and by the Holy Spirit was incarnate of the Virgin Mary, and became man. For our sake he was crucified under Pontius Pilate, he suffered death and was buried, and rose again on the third day in accordance with the Scriptures. He ascended into heaven and is seated at the right hand of the Father. He will come again in glory to judge the living and the dead, and his kingdom will have no end.

I believe in the Holy Spirit, the Lord, the giver of life, who proceeds from the Father and the Son, who with the Father and the Son he is adored and glorified, who has spoken through the Prophets.

I believe in one, holy, catholic, and apostolic Church. I confess one baptism for the forgiveness of sins. I look forward to the resurrection of the dead, and the life of the world to come. Amen.

title: Nicene Creed (Roman Catholic Theology)


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Category:South African Law

South African law is a mixture primarily of Roman, Roman Dutch, English and Statute laws.

The Court system is governed by English procedure.

The Courts are in order of precidence:
 * The Constitutional Court.
 * The Appellate Division.
 * The High Courts.
 * Magistrate's Courts
 * Various specialised courts, for example Courts of Admiralty, Labour Courts, Water Courts and the like.

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South African Law/Cession

Welcome
Welcome to "Cession in South African Law" I hope you find the content useful. This course is aimed at University Students doing an postgraduate LLB. It is a 1/2 course.

Principle works cited

 * 1) The Main reference is: Susan Scott: Cession for Students. Juta & Co 1997. The course outline will loosely follow her work, and the intention is to cover the following aspects.
 * 2) Case law from the South African Law Reports.

Course content
The course content will be broken into various chapters or lessons and will cover the following:
 * 1) Cession in South African Law: An introduction to cession - 2. -
 * 2) *A brief overview of cession
 * 3) *Background history and the need for cession.
 * 4) *The problem with cession.
 * 5) Cession in South African Law: Classification of cession - 3. -
 * 6) *The Definition of cession.
 * 7) *Various agreements distinguished.
 * 8) Cession in South African Law: The claim or object of cession - 4.
 * 9) *Description of the claim.
 * 10) *Transferrability of claims.
 * 11) *Future and contingent claims.
 * 12) *Delictus Personae.
 * 13) *Agreements prohibiting the transfer of claims.
 * 14) Validity requirements -
 * 15) *Formalities in cession agreements.
 * 16) *The doctrine of all effort.
 * 17) *The causa.
 * 18) Notice to the Debtor -
 * 19) Locus standi -
 * 20) Remedies and defences -
 * 21) Cessions in securitatem debiti -
 * 22) The distinction between cessions and pledges -
 * 23) Drafting and drawing.
 * 24) Cession in South African Law: Case law
 * 25) Index.

Practical examples and questions will also be given.

This is not a substitution for a university course and university exemptions are not given. It is an adjunct to study and may provide a simplified outline of what is covered in any university course on the subject.

Best wishes.

title: South African Law/Cession


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Introduction to Calculus/Limits/Problems

An Informal Definition
Find the limit as x approaches 10 for the following statements by finding their values at 9, 9.9, 9.99, 10.01, 10.1, and 11. What values do they surround?
 * 1) $$x^2$$
 * 2) $$1/x$$
 * 3) $$x^3+4x+15$$
 * 4) $$(10-x)/(10-x)$$

Basic Theorems for Limit Operations

 * 1) Find the limit of f(x)+g(x) and f(x)/g(x) as x approaches 10 with the following functions
 * 2) *$$f(x) =x^2,\,\ g(x) =\sin x$$
 * 3) *$$f(x) =x^3-4x^2+13,\,\ g(x) =\log(x)$$


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User:WindRunner~enwikiversity

Hello. I am merely a humble high school senior here to help a project with a lot of potential. I am (or was) knowledgeable in many different basic fields, though I excel in math and science. Physics and Chemistry are the areas I try to contribute the most in, though I still remember some Calculus from sophomore year. My other relatively good areas are geography, biology, meteorology (my favorite subject area!), photography, and anything techonology related. English, however, I have never perfected to the level that many of my teachers would have liked, but I know enough not to misspell anything (knock on wood).

Don't be surprised if you have to work on my explanations, though - I have never explained things well and probably never will. Such is the problem when you understand concepts without people having to explain them to you to begin with. While it is a blessing in many cases, it is a curse as well, especially when I try to do things like this.

About
Occupation: High school senior, at Liberty High School

Location: Warrenton, Virginia, Virginia, located in Fauquier County just outside of Northern Virginia and Washington, D.C.

Hobbies: Meteorology, Photography, running cross country running and track.

Other
Contact me directly!

title: User:WindRunner~enwikiversity


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User:James.S~enwikiversity

My user name is pronounced "James dot ess". James Seamus is my real name.

title: User:James.S~enwikiversity


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User talk:James.S~enwikiversity

Name

 * "James Seamus" is an ironic name, BTW ("Seamus" is Gaelic for "James"). The Jade Knight 01:41, 29 October 2006 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:12, 19 April 2015 (UTC)

title: User talk:James.S~enwikiversity


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Template:Protected course

The template
Use this template to protect main namespace pages that you have created.Note: Place this template on the discussion page of a course; you must include a pagename in the template call. Use the template this way:

and replace "pagename" with the name of the page for the course. See Page protection templates for details on when and how to use this template.

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title: Template:Protected course


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User:Pyroprogrammer

hi i'm pyroprogrammer. feel my power.

title: User:Pyroprogrammer


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Talk:Introduction to Strategic Studies/Nuclear Strategy

Quote: Sorry, copied it with template
Just a note that the quote in this page was incorrect. I copied it over from the "Policy by other means" class. The actual quote I wanted here is something a little more relevant to the subject matter. I will look for something better. As it stands, the quote for "policy by other means" ended before saying "absolutely nothing" because the question asked by the quote is the question the class seeks to ask.--Dnjkirk 03:42, 29 October 2006 (UTC)

Paragraph moved
Well, I guess we'd better find some more precise and academic way to teach that thing ! Here's what I 've cut from the original article: Discarding all this talk about nuclear war, conventional warfare is still used in the world. In our multi-polar international environment, nuclear weapons do not assure a perfect deterrence. Even though it is possible to flatten a minor adversary with one of the feared NBC weapons (Nuclear, Biological, Chemical, also called WMD, for Weapons of Mass Destruction), it is considered something of a faux-pas by other major players in the international system. Think of it like intentionally farting at a party. There is a time and place for that kind of thing, and it’s not at the nice parties. No, it has to be a special occasion, when your back is against the wall, or someone else farts first. Until then, you’ve got to take the high road lest everyone else gang up on you to teach you some manners. Here we are with that high road again – the moral high ground. People don’t like attackers, they like defenders. It’s another reason not to go around attacking people, another reason why ganging up and twisting their arm is far more acceptable than beating them senseless by oneself. This makes a good segue for a Liberal analysis of Nuclear Strategy...

Any volonteer to update this paragraph, please ? --CorentinB 23:45, 20 May 2007 (UTC)


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Introduction to Strategic Studies/Guerrilla

part of Strategic Studies

Summary
An introduction to the nature, history, capacities and limitations of Guerilla warfare as a tool of state or non-state policy in proxy conflicts, civil wars, and conventional (inter-state) wars.

Introduction
"Guerrilla" comes from the Spanish diminuitive of the word "war," thus implying a meaning of "war in miniature." It is a strategy of avoiding pitched battles and engaging the enemy in such a way that he is forced to commit an asymmetric force to counter guerrilla attacks. This course covers the basics of guerrilla and invites discussion about what constitutes guerrilla warfare, how and when it is effective, and its relationship to radical ideology.

Required Readings

 * Wikipedia: Guerrilla
 * Wikipedia: Peninsular War

Optional Readings
Please read one book from the following before the class lecture:
 * Lawrence, T.E. Seven Pillars of Wisdom. Harmondsworth: Penguin Books, 1963 (originally published 1926). ISBN 0-9546418-0-9
 * Guevarra, Che. Guerrilla Wafare.
 * Marighella, Carlos. Minimanual of the Urban Guerrilla.

Please read two articles from the following list by different authors, minimum, before beginning this class lecture:

 * Clark, Major Jackie K. "Che Guevara: Fundamentals of Guerrilla Warfare". 1988.
 * Mao Zedong. "Problems of Strategy in China's Revolutionary War". December, 1936.
 * Mao Zedong. "Problems of Strategy in Guerrilla War Against Japan". May 1938.

Lecture
Guerrilla has been used for a lot longer than we often give it credit. It was key to British victory in the war of 1812, it sapped Napoleon of strength during the Peninsular War (where the term was coined), and has been a tool of proxy conflicts for almost two centuries.

Project
The guerrilla project is a series of suggestions for learning activities in order to answer a few basic questions about the course and gain confidence with the material. Guerrilla Project

Denouement
This will detail what has been learned and encourage you to add feedback to this page from your own experiences from the project.


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Introduction to Strategic Studies/Cold War

part of Strategic Studies

Summary
An introduction to the causes and effects of the bipolar struggle between the USSR and the USA.

Introduction
This will introduce you to the issue and the questions to be posed in the class.

Required Readings

 * Wikipedia: Cold War

Optional Readings
Please read two articles from the following list by different authors, minimum, before beginning this class lecture:

Project
Briefly introduce the project(s) and how they fit with the learning material. Give any tips on the projects that need to be stated prior to opening the project (especially if the contents are supposed to be a bit of a surprise) Cold War Project

Denouement
This will detail what has been learned and encourage you to add feedback to this page from your own experiences from the project.


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User:Fr Bill

ali baba and the forty theves

title: User:Fr Bill


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Computer Architecture Lab/Winter2006/PolzerJahn/Simulator

SISP Instruction Simulator
The simulator for the SIS Processor is written in C++. It uses the ncurses library for its user interface. Make sure you have the ncurses and ncurses development package installed.

Build instructions
It can be build using the GNU toolchain:

1. Download and unpack the archive to a directory on your machine. 2. Run configure in that directory. 3. Run make. 4. Run make install.

The simulator is now ready to use.

Usage
To simulate a program simply run:

sisp_simul inputfile

The input file must contain a SISP program in binary format. To create such a file use our assembler.

Download
You can download the current version of the simulator here.

Version History
v0.0.1 First public release v0.0.2 Correction in the disassemble routine of the ld and st instruction Corrected wrong execution behavior of the st instruction

Open Issues

 * The instructions INP and OUTP are currently not supported.
 * When changing the terminal dimensions while the program is running the layout will become wrong.


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Computer-aided design/Principles and terminology

Part of:
 * Engineering and Technology
 * Mechanical Engineering; Production and Design Engineering
 * Computer Aided Design Course

Introduction
Computer aided design is a complex process.

There are many specialized tools that can speed up your design, minimize errors and improve your results.

In this lesson, we will:
 * Familiarize you with terms used in CAD industry.
 * Give the general idea of design process stages.
 * Teach about available software tools and their general purpose.

Terminology
Read about frequently used CAD/CAE/CAM terms on Wikipedia:
 * CAD (MCAD - mechanical, ECAD -electronic and electrical, AEC - Architecture, engineering and construction ...) Computer-aided design (CAD) is the use of a wide range of computer-based tools that assist engineers, architects and other design professionals in their design activities. The term CADD is sometimes used and it stands for Computer-aided Drafting and Design.
 * CAE, CAx Computer-aided engineering is the use of information technology for supporting engineers in tasks such as analysis, simulation, design, manufacture, planning, diagnosis and repair.
 * CAM Computer-aided manufacturing is the use of software tools that assist engineers, in the manufacture of product components.
 * GD&T GD&T, also refered to as geometric dimensioning and tolerancing, is a symbolic language used on engineering drawings and computer generated three-dimensional solid models (CAD) for explicitly describing nominal geometry and its allowable variation.
 * PLM Product lifecycle management (PLM) is the process of managing the entire lifecycle of a product from its conception, through design and manufacture, to service and disposal. In the PLM process engineers use different CAD/CAE/CAM tools.

Follow the links to get acquainted with other terms and abbreviations used in the CAD/CAE/CAM industry.

Design process

On the charts (gif and svg versions) you can see the generalized design, validation and manufacturing process.

Each stage requires specific knowledge and skills, and often requires the use of specific software.

Need or Idea
Usually the design process starts with a defined need. The need can be defined by market research, by the requirements of a larger body of work (for example airplane part). Sometimes, but more rarely than you may think, the design process is begun with a new idea or invention.

At any rate, a needs analysis should precede any decision to undertake a project. This includes defining the need in a highly detailed way, in writing. This is similar to the requirements specification process in software engineering.

Research
Professionals tend to research available solutions before beginning their work. There is no need to "reinvent the wheel".

You should study existing solutions and concepts, evaluating their weaknesses and strengths. Your research should also cover available parts that you can use as a part of your design. It is obvious, that Internet and search engines like Google are very helpful for this task. There are also many libraries of standardized parts which you can import into your project.

Concept
Based on your research, start with a high level concept. You should specify the main principles and major parts. For example you can consider Diesel or Stirling engines for stationary electric generators.

Draft
You can choose to create a draft by pen and paper. Some prefer to use simple vector graphics programs, others even simple CAD (for example SmartSketch), yet others prefer to start directly in their main CAD system.

Model Design
2D and 3D modeling in CAD. The designer creates a model with details, and this is the key part of the design process, and often the most time consuming. This will be described in greater detail in further lessons.

Part Libraries
Standard parts, or parts created by other team members, can be used in your model (you don't have to reinvent the wheel). Files representing a part can be downloaded from the Internet, or local networks. They are also distributed on CD ROMs or together with CAD as and extension (library). By putting these predefined parts into your project, you ensure that they are correct and save a lot of time and effort. When working on a large project, this becomes a requirement to ensure the parts operate together, swap out equivalent parts, and coordinate distributed teams' work. This was, a standard part can be inserted into the project by one team member, and used by all.

Assembly modeling
Parts are assembled into a machine or mechanism. Parts are put together using mating conditions such as alignment of the axis of two holes. More about how to do this in further lessons.

Analysis
Specialized programs (CAE -- Computer Aided Engineering) aid you in analysis of 3D model robustness and performance. Many software tools are used for this task. Most notably FEM (Finite Element Method) and Kinematics. Some CAD programs include these tools built in.

Engineering Drawings
From your 3D models, you generate a set of engineering drawings for manufacturing. These drawings are then distributed to the departments and individuals responsible for producing that work. Also these drawings must be toleranced for proper manufacturing.

Tool Design
You can use CAM software to simulate, optimize and prepare manufacturing. Generated NC (Numeric Control) code is then executed by manufacturing machines like lathes or milling cutters.

Planning
Critical Path Method, Gannt chart and other methods and tools are used by project managers to plan and optimize manufacturing. Project management and ERP systems are used.

Presentation
You should create photo realistic images and/or animations to present your design. This allows you to get customer feedback even before the product is actually manufactured. You can also consider using rapid prototyping techniques to present a physical 3D model.

Major CAD/CAE/CAM software companies develop and sell tools that cover the whole cycle. These complex software tools support change management, teamwork, versioning and resource planning.

Tasks to do

 * 1) Play the role of an engineer who has to select an appropriate software package for manufacturing.
 * 2) Select a manufacturer of a specific consumer product.  Choose a company that you know, or find one on the Internet (preferably one with well-described products and manufacturing processes).
 * 3) Find at least two (2) appropriate CAD/CAE/CAM packages suitable for your selected manufacturer. These software tools should support all the major design process stages (modeling, analysis, tool design, and presentation). Tools for teamwork, project management and planning is a plus.
 * 4) Compare and contrast your selected tools in terms of functionality, their added value, and price. (Use a weighted evaluation methodology to determine which included CAD/CAM/CAE software functions are most valuable/appropriate to your chosen manufacturer.)

Outcomes
Your focused research of CAD/CAE/CAM industry gives you an overview about available tools and their producers. You have also become familiar with industry lingo and terminology.

After successfully accomplishing this task you will be able to initialize the CAD/CAE/CAM software selection process for a specific industry.

Learning Assignment
Write a Paper (approxiamately 2 pages) with:
 * 1) Description of one of your chosen manufacturers.
 * 2) Discuss the manufacturer's business critical needs and requirements.
 * 3) Compare and contrast at least two software tools that meet these needs and requirements.
 * 4) Provide a weighted evaluation of your selected software tools (their major functions and features).  Hint:  Use tables.

You will need:
 * Word processor like OpenOffice Writer
 * Internet access and browser

 * Computer Aided Design Course
 * Previous lesson
 * Next lesson


text: File:CAD Lesson Principles CAD Scheme.svg


text:
User:Fidocancan

maths teacher at secondary school

studied social anthropology a uni and most of my work involves improving social dynamics in classrooms

familiar with new learning technologies including bandler and grinder's neuro-linguistic programming goldratt's theory of constraints de bono's thinking hats, CORT thinking lessons, lateral thinking, etc gardner's multiple intelligences, Harvard's Project Zero

currently writing a book on education living in malta

i agree whole-heartedly with your experiential definition of learning my contribution to wikiversity: help make online learning a valuable use of children's time explain some simple math connect with internet developments elsewhere including eg youtube promote the necessity for valuable human interaction between students and teachers software suggestion: ideaweb... see discussion

current contributions: http://en.wikiversity.org/wiki/One-hand_clapping

groups: http://en.wikiversity.org/wiki/School:Mathematics

title: User:Fidocancan


text:
User talk:Fidocancan

ideaweb
I don't think wiki has the structure to deal with this, and I suspect a new thing might evolve, different from wiki, blog or social networking horizontal tag systems. Although eg science has specific factual content to learn, objectively irrespective of the human subjective perception, if we are going to do learning any justice, and give learners any respect, I suggest a completely radical position: no central authorative base to anything. The database is purely relational. There is no objective, authorative account. How can this work? If every contribution is subjective, an honouring system occurs which works like a basic rating system. If I see a page on alebra I like and agree with, I can just add my vote to it. This means that I invest the subjectivity who wrote that page with my agreement. I may also see another page which seems to capture other elements of algebra, and I can vote for that too. Thus, different competing views are supported. As more popular views emerge, so those writers may communicate and resolve differences, and perhaps collaborate to produce mutually supporting pages. Or, if they don't, I can write my page based on the elements from both. This may sound as if the whole theory of knowledge fractures, but if the system of voting is accurate enough, the most accurate and valuable pages will emerge. In the same way wikipedia is patrolled by interested parties, so contributors are patrolled by other contributors. Also, it does not matter if there are thousands of people who think wrongly about a subject, as long as there are those who are sticking to their perception, knowledge, theory, or practice. And after all, people want to learn what works, not what people just think is the case... Hence the system tends towards accuracy, in terms of scientific accuracy of the external world, as well as accuracy in terms of the internal world, languages, human sciences, arts. If a working system can be developed, this should simulate the evolution of learning, not based on institutional authority but on living trust in individuals.

 * I agree with what you are saying. I think Wikiversity is a step in that direction and provides a quick and easy way for people to participate through the MediaWiki interface, as crude as it is in some aspects. The idea that Wikiversity is a learning community building both a knowlegebase and a trust network gives us a platform to expand the whole paradigm shift toward a more evolved collaborative learning/teaching environment. As for quality of the content, a rating system is another good step, as long as the userbase has a focus on scholarly ethics (consensus-driven ones not handed down by an "authority"). Let's just see how things evolve here. I'd like to hear more of your ideas, Fidocancan. By the way, I've listed your "Feedforward" video at our YouTube project page. If you come up with any more, please list them there. Thanks! -- CQ 19:03, 26 April 2007 (UTC)

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWS 21:22, 30 October 2007 (UTC)

Jamming Online
Jamming Online has new developments in case you're still interested. • CQ 06:51, 26 June 2009 (UTC)

title: User talk:Fidocancan


text: File:Spiralmodel.jpg

title: File:Spiralmodel.jpg


text:
Consciousness studies/One-hand clapping

The title comes from a zen koan. The respected buddhist 18th century monk Hakuin would walk into a village and catch the attention of prospective students by raising his hand aloft and saying 'Who can hear the sound of one hand clapping?'.

To catch the attention of students with a single thing, and then from there, the student may explore the different understandings we have made throughout history.

A useful exercise which monks put themselves through on their search for enlightenment is single-pointed meditation. When they look at a chair, for example, they think of the materials and how they were brought there; the manufacturing of the materials; the original maning of the base materials; the processes that materials undergo industrially; the history of these processess; or starting from a completely different angle, the use of a chair in society; the meaning of thrones, toilets, the evolution of the chair; or again, the sound of the word associated with the object; and so on. We can use this thinking exercise to present all human knowledge relative to a single thing.

A good example is a lighter. To hold up a lighter and explain how it works, or what it means to us humans. Honestly, pick up a lighter, take a look at it, use it, and let your mind pursue all the directions of knowledge it is capable of. Imagine a site where you can follow the different explanations, which might involve experiments, so that an eager student can pursue lines of thinking into the vast knowledge base that is human. Once they get lost, they can always return to the thing in their hands.

An example video can be found here: explain this.

Active participants
Active participants in this Learning Group
 * fidocancan

title: Consciousness studies/One-hand clapping


text:
User:HMcKibben

I Created this account for my mother who is currently doing post-graduate work online in the field of psychology. I am trying to bring her skills and presence to Wikiversity for the betterment of all.

title: User:HMcKibben


text:
Storytelling

Storytelling is a narrative act or skill of presenting stories. This juxtaposition of two words is the term used for the action of telling a story with words, images and sounds. In our days, the transmission is more writen than spoken. The collect is fixed on a support in order to save it from forget for studying and practicing.

Participants
Professional storytelling is the interaction of three categories of people : a scenarist also called plot designer, a narrator also called producer, and characters for roles game played by actors. The best way for presenting a narration of a story is gathering story characters with the scenerist in a region and the narrator is away.

Here is a list of participants in this Learning Group

 * User:Roelvermeulen
 * User:Mystictim
 * User:Copyleft

Goals and Rules
Most stories are told in the third person (it, he, she or they). But the story can also use the first person (i or we) or the second person (you), especially in dialogs.

Here are some practical advices :
 * Write your story, share it within a learning group in 2 minuts. Ask for a restitution of your story by others. Give comment on other stories and speak about what others say about yours.
 * Use cotations of about 20 words per sentence. According to Carl Rogers, the maximum speed for an understandable speech is 300 words per minute But silence and breathing are also useful for storytelling.
 * Use optimized words sizing an average of 4 letters or isograms ; so you will tell more stories in less time.
 * Finish always storytelling with a key sentence.

Reginald Revans compares storytelling to a  questioning program improvable through action learning. The feedback between two langages is a way to improve continuously a story.

Goals
There are no prerequisites. Narrative's intertainment is a mean to educate about beauty, moral, humour and improvisation.
 * to be able to write scenarii with mind maps.
 * to be able to use your voice, your body and your brain
 * to be able to identify signs and symbols linked to the story told.

Rules
Most stories will be written with no more than 20 lines of text. For some, even 10 or less will suffice. A professional script is generally divised in acts of 15 minuts and scenes of 5 minuts. A typical elevator speech moment follows generally four steps in less than 2 minutes : polite names introduction ; facts related to the context; emotions generating opinion and laughters sharing humour at conclusion. According to Debra Fine, storytelling requires small talks in any context.

Exercises and Examples
Learning-by-doing refers to the capability of people to improve their stories through practice, self-perfection and minor innovations.

Exercises
Concerning words frequency, the first letters of alphabet could be vowels. The consonants are less used for attraction. Zipf studied words frequency in James Joyce's book Ulysse. He observed that the first word was used 8 000 times ; the tenth word 800 times ; the hundredth 80 times ; and the Thousandth 8 times. That should mean the ten thousandth worth 0.8 is a neologism. According to Mandelbrot, the optimal fractal of a word could be 4.3 letters in French and four letter in english. Storytelling can be described in the marketing of four questions : price (What is storytelling for action?) ; sentiment (Who is the right people for storytelling?) ; volume (Where is the right place for storytelling?) ; time (When is the right moment for storytelling?).

Examples

 * In 2008, Wikipedia hosted more than 15 millions visible articles in about 250 langages. And Wikia had more than 5 millions articles in over 50 languages. John or Jane Doe knows both of them are doubling their size every 18 months since 2005.
 * In 2009, more of the third of the connected world people uses Wikipedia to know the commons of one subject. 3% of these people believe Wikimedia is the first point of reference. And less than 0.3% of this community use Wikia for business.
 * If time is money, Wikipedia is the biggest pyramid in the world. So i believe that Free Software Foundation is the center of Internet, because of reusing backlinks required by the GNU Free Documentation Licence.
 * Blondeel defines trolling as a technic maximizing critics to attract allies and enemies. The game of any troll is maximizing the number of his adversaries by provocation or react to maximums to isolate his victims. Some examples are Mathias about the Godwin's law and RMS playing Eleusis on the Internet.

Internal links

 * Mind Mapping
 * Men, women, User's Manual

title: Storytelling


text:
Discordianism

Welcome to Discordian Studies
This is my first experiment in creating a place to learn about Discordianism. While not a mainstream religion in the 'educational' sense I believe that by further examining Discordian texts in an open environment will generate some great ideas and philosophical concepts that go against the grain.

This Section was created on Aftermath 10, Year of Our Lady of Discord 3172

Current Learning Projects

 * Lesson 5: So you want to fight Cabbages? (An introduction into Discordianism)

 * Lesson 23: Please do not use this document as toilet tissue (Numerology and fnords)

 * Lesson 10: Erisian Ideals and The Mission of Wiki (A look at the Correlation of common Virtues)

Texts and Hypertexts
The Discordian texts have all rites reserved, With their intellectual content protected by their Copyleft Clause on Subsection 537 of the Granville, OH State Charter 3rd Revision. These Books, especially the Principia Discordia have been put on the internet since its creation but so much is lost from not seeing the actual Texts. It is my hope to have scanned pages of all books in each lesson where they are required. Bellow are a few online copies that will allow you to get the most out of these well known Discordian books. And if you decide to write your own Discordian texts, let me know so I can add it to the list of holy scripture, you are a Pope after all.

Minor Books of Discord

 * | The Book Of Eris
 * | Metaclysmia Discordia
 * | Summa Discordia
 * | Book 5
 * |The Wise Book of Baloney
 * |A Pocket Full of Chaos
 * | Devia Discordia

Dept. of Discordian Studies Research & Relaxation Dept.

 * Current Research
 * Accumulation of lost or rare Discordian Texts.
 * Anti-Greyface Propoganda

External resources

 * Discordianism - Wikipedia article

title: Discordianism


text:
Discordianism/Numerology and fnords

00001.1
For this lesson I'm planning to use the text contained at the website http://www.ology.org/principia/body.html (This Hyperlink has been kopylefted.)

The text I will be referencing is roughly 1/5th of the way down the document. I'll do my best to learn to write while I'm working on this lesson. The Great Idol Mozfox has endowed me with the ability to correct my spelling with inept ease. I Invite All Discordians and Interested parties to please edit away. It's only ideas.

By now you should have been able to find the tiny text for The Law of Fives in the Principa Discordia. It's fourteen lines long, Has Five Different Fonts Are used. Alright I'll make it easy for you, and for the purposes of class Discussion.

The page contests that the number five is to be found everywhere. Some numbers are pretty easy you just have to start using some creative math. Let me do some example math problems for you.

00001.2
Fourteen(14)
 * 1+4=5
 * easy

Twenty-Six(26)
 * There are Ten Characters in the written number Twenty-six
 * 2+6=8=A | 6/2=3=B | A-B=5
 * medium

Five Hundred Thirty-Seven(537)
 * The answer is best explained on the Ek-sen-trik-kuh Discordia,
 * The link can be found here for further reading.
 * http://discordia.loveshade.org/ek-sen-trik-kuh/537.html
 * Advanced

Here is the Important part of the Chapter "The Holy Number 537" for our sake.

"The Holy Number 537

as researched by Reverend Loveshade with a little help from Princess Unicornia and Untroubled Teen

From the non-existent Ek-sen-trik-kuh Discordia, unborn child of an orgy with Principia Discordia & Apocrypha Discordia and the 537 Bonobo Illuminated Apes of Nowhen (Unlike some of the Ek-sen-trik Discordian stuff, all of this is actually true. The only part that might be a lie is the implied claim that The Founders don’t know the true meaning of 537.  Some suspect they do.) The number symbolizing the Ek-sen-triks CluborGuild (and the Discordian Division of the Ek-sen-triks CluborGuild) has been 537 from the beginning. In fact, the number was used by some of the members before the beginning. This was before Earth Chapter One of the ECG was even formed, back when most of the original members were still in high school. But while the number is highly recognized (the times 537 a.m. and p.m., and 5.37 hrs. are considered Holy Minutes), the actual origin of this number is shrouded in mystery.

It is, of course, a very Discordian number 5 + 3 + 7 = 15, which is three fives. And 5 x 3 x 7 = 105, which is very fiveish. And the number contains a 5 (5), a 3 (5 - 2) and a 7 (5 + 2). And the Discordian year has 5 seasons of 73 days, which means the middle day of each of the 5 seasons is day 37. But strangely enough, the founders of the ECG were completely unaware of Discordianism until over a decade after the group’s founding."

00001.3
This Numberology is an intricate part of being a discordian. If your not a math intensive person, don't work, the math leaves for Florida on Holidays and Special Occasion. Florida and/or the bar that is.

Meaning of the Law of Fives
The lesson that the Law of Fives, the 23 enigma, etc. teaches is that "What the thinking mind thinks, the proving mind proves." (to quote Robert Anton Wilson). When you start looking for the number 5 in everything because you think it has some connection or mystical significance, then, with a bit of creativity, you can find "proof" of this connection everywhere. This is not necessarily because there is any actual significance, but because the human brain is built for finding patterns in coincidences, for finding order in chaos.

As an experiment:
 * Look for the number 5 in various news articles. Try and find as many 5's as you can, even if you have to use creative math.
 * Look for the number 23 in various news articles. Again, using creative math.
 * Do the same for the number 537, 38, 91, 6, etc. If you have a calculator with a random function, find some more numbers.
 * Now, look at the same news articles looking for a government conspiracy.
 * Finally, look for evidence of God's influence in day-to-day events.

If done correctly, you should be able to find proof for connections of numbers to events, proof for government conspiracies, or the Illuminati, and proof of God's existence. But does this prove aything, or is it all just coincidence?

Now, look at some of your deepest beliefs and try finding proofs for them. How many times have you thought something, looked for proof, then found it? And how does this differ from the "proofs" found in the experiment?

"The conclusion you jump to might be your own" - Principia Discordia

title: Discordianism/Numerology and fnords


title: File:PD00016.gif


text:
Computer Architecture Lab/Winter2006/PolzerJahn/AssemblerFiles

Sort algorithm
This file contains a simple sort algorithm.

Simple Blink
This file contains a implementation of a blinking led.

Text out
This code writes the following string "HELLO WORLD! SISP!!" to the serial interface.

Text convert
This file contains a implementation to read a text line from the serial line and write it out reverse ordered.

Character sort
This file reads a text line from the serial line and write it out sorted by characters.


text:
Talk:Discordianism/Numerology and fnords

Section 1
I'll Break down the first page the lesson covers line by line so we can see eachother's line of reasioning

 * THE INSIDE STORY!
 * This line is really just an eye grabber for those who flip through the book. The Authors bring great attention to this seemingly trite set of paragraphs.  It shows just how important what were about to read really is.

 * The Law of Fives

 * The Law of Fives is one of the oldest Erisian Mysterees. It was first revealed to Good Lord Omar and is one of the great contributions to come from The Hidden Temple of The Happy Jesus.

 * POEE subscribes to the Law of Fives of Omar's sect. And POEE also recognizes the holy 23 (2+3=5) that is incorporated by Episkopos Dr. Mordecai Malignatus, KNS, into his Discordian sect, The Ancient Illuminated Seers of Bavaria.

 * The Law of Fives states simply that: ALL THINGS HAPPEN IN FIVES, OR ARE DIVISIBLE BY OR ARE MULTIPLES OF FIVE, OR ARE SOMEHOW DIRECTLY OR INDIRECTLY APPROPRIATE TO 5.

 * The Law of Fives is never wrong.

 * In the Erisian Archives is an old memo from Omar to Mal-2: "I find the Law of Fives to be more and more manifest the harder I look."

 * Please do not use this document as toilet tissue
 * The Title of this wonderful trite.

 * The Nagas of Upper Burma say that the sun shines by day because, being a woman, it is afraid to venture out at night.


text:
Music appreciation and history

Elements
The first discovered musical scale was on an instrument called the Guqin. This instrument represented the scale of harmonics.

Middle Ages
The period of European History between 450 and 1400 A.D. is often called the Middle Ages. The beginning of this era was considered a "dark age" by many Europeans, due to the many migrations, wars, and upheavals therein. The later period of Middle Ages is known for much more cultural growth. Many Romanesque churches and monasteries were established between 1000 and 1150 and, later, the Gothic cathedrals were established (1150-1400). As the cathedrals dominated the medieval landscape and mind, most formal music was used in these churches. Boys received musical education in cathedral schools, while women were not allowed to sing (at least not as part of the church service). Most of medieval music was vocal, however some instruments were in common use. After 1100, instruments became more and more common in church. The Organ was very prominent, however it was very primitive and quite different from the modern instruments.

Gregorian Chant
"Gregorian Chant" is the primary official liturgical music of the medieval Church. The Mass, from the Renaissance Period consists of sacred Latin texts (with the exception of the Kyrie which is written in Greek) set to melody, and is traditionally sung monophonically without instrumental accompaniment (a cappella). Gregorian chants convey the calm, meditative atmosphere of the church prayers. The chants are now usually sung in a free-flowing style with notes of equal length, because scholars were in disagreement about whether or not the notation was intended to represent notes of various durations, although scholars now generally agree that the notation divides into sets of notes of longer and shorter values. Gregorian chant is named after Pope Gregory I. He is known for reorganizing and standardizing the liturgy during the period from 590 to 604. Most of these chants were created between 600 and 1300 CE. The composers of Gregorian chant, like the sculptors who decorated early medieval churches, remain anonymous. Gregorian chant is still used liturgically, and formed the basis for later polyphonic church music.

Church Modes
Gregorian Chant developed a system of 8 modes which are linked to 8 "species" of octaves. These "species" are like scales but have no single tonality associated with them as modern scales do, and this is what makes Gregorian modes different from the later Renaissance modes. The octave species were divided into two sets of 4 "authentic" and 4 "plagal" ranges. By the time of the Renaissance, the 8 species developed into scales and 4 new scales were added which are generally called the Renaissance modes. A lot of western folk music follows some of the Renaissance modes, either because as it has similar origins to them or has been influenced by them. One example of such folk music, which is in the Dorian mode, is "What Shall We Do With Drunken Sailor?" A perfect example of Gregorian Chant is a well-known Alleluia. They had 8 modes in total.

Secular Music in Middle Ages
In spite of Gregorian Chant domination, secular music was popular too. Most written secular music was composed by troubadours between the 12th and 13th centuries. Over 1650 troubadour melodies have survived. They do not have a rhythm, yet they do have regular meter and definite beat. That's their difference from Gregorian Chant which has no meter at all. During the middle ages wandering minstrels (or jongleurs) performed music and acrobatic tricks in castles, taverns, and town squares. They were lucky enough to work in steady service and ability.

The development of Polyphony
For centuries, music was mostly monophonic with a single melody line. But the years of 700 to 900 were revolutionary to music. Monks at monasteries started to add second melody lines to the melodies. The second line of melody duplicated the melody of the first, but with an interval of a few tones. Music of this kind is also known as Organum. By the year 1100 the second line was allowed to become more independent, not being restricted to note-against-note style. The lower chant tone was sung in very long notes, and the melody was in shorter notes on top. After 1150 the school of Notre Dame introduced the measured rhythm with definite time value and clearly defined meter. Beat notation had yet to be introduced.

14th Century, the "New Art" in France
In the years between 1337 and 1453, Europe suffered bubonic plague, which killed one-fourth of European population. As a consequence, both the feudal system and the church were weakened. It is not surprising that secular music became stronger in this period. Composers wrote music which was absolutely independent of Gregorian Chants. The works of that time were the drinking songs and pieces which comprised the bird calls, sounds of nature, sounds of hunting. Music notation evolved, and composers were able to specify the rhythmic pattern. The beats could be subdivided into two as well as three. Syncopation, rarely used earlier, became a more common practice. Changes both in music and in art during this time were so profound that theorists call them the "New Art" or arts nova. Guillame de Machaut is the most prominent figure of this period.

Renaissance
The 15th and 16th centuries in Europe are known as the "rebirth" or "Renaissance" of human creativity. This period is known for exploration by for example, Christopher Columbus (1492), Vasco da Gama (1498), and Ferdinand Magellan(1519-1522). It was the age of remarkable curiosity and creativity. Leonardo da Vinci (1452-1519) was a painter, sculptor, architect, engineer, scientist and musician as well. During the Renaissance humanism, the dominant intellectual movement, was focused on human life and accomplishment. Being inspired by the pagan cultures and languages of the ancient Romans and Greeks, humanists were concerned by the issues of life, rather than afterlife activities. It was acceptable to picture the beauty of the nude human body. The Catholic church was less powerful in the Renaissance than in the Middle Ages, and no longer monopolized learning. Aristocrats and the upper middle class considered education as a status symbol, and people were hired to teach their children. The invention of printing with movable type (about 1436) accelerated the spread of learning; over 40,000 editions were printed in Europe. As in other forms of the arts, the horizons of music were greatly expanded. Printing widened the circulation of music, and a lot of scores were spread. As a consequence the number of composers and performers increased. The idea of "universal man" implied that everyone should be educated in music. Church choirs grew in size. Polyphonic church music was usually sung by multiple soloists and performed by entire male choirs. Kings and dukes competed for the finest composers and every court had a number of musicians. Women functioned as virtuoso singers during Late Renaissance.
 * Town musicians played both for civic processions and religious services.
 * Since humanistic interests in languages and vocal music existed, vocal music became important. Renaissance composers wrote music to enhance the measure of the text, unlike medieval composers. The term 'word paintings' was much in use, which is the musical representation of word specifics.

Characteristics of the Music in Renaissance
The most prominent ways in which the music of the Renaissance is distinguishable from medieval music is a much smoother sound, more homogeneous, and less contrast The sound is changed as a result of a compositional technique. The new polyphony style replaced the highly contrasting lines of medieval polyphony.
 * Imitation is a polyphonic form in which the musical phrase is represented by all musical lines, one after another. As each line enters, previous ones continue, without any overlapping. This strictest kind of imitation is a "round", where all the voices sing exactly the same thing in turn. Only the first few notes are sung by the entering voice, then the whole group continues.

Texture
The texture of Renaissance music was chiefly polyphonic. Typical choral pieces had four to five parts.
 * The bass register is used for the first time, expanding the pitch range for more than four octaves. Bass line led to a good harmony, so the term of chords became more popular. Composers became chord-oriented, yet thought of some melodic lines.
 * The rhythm of Renaissance music is more a gentle flow than a sharply defined beat. Melodic line is rhythmically independent. It is possible for one singer to start in the middle of the piece. Renaissance music is both for pleasure and challenge. But its pitch patterns are easy to sing. The melody moves in a scale with a few leaps.

Motet
is a polyphonic choral work set to sacred Latin text.

Renaissance mass
Also known as liturgical music, is a polyphonic choral composition, which comprises five sections: Palestrina's music was very widely used in mass music.
 * Kyrie
 * Gloria
 * Credo
 * Sanctus
 * Agnus Dei

The High Renaissance
The unifying the full use of imitation was established. Composers experimented by drawing musical materials from a single source. The source melody usually appeared in tenor voice, but other voices often derived from it as well.
 * The most versatile and gifted composer of this period was Josquin Desprez (c.1450-1521) He composed music in the three major genres of the Renaissance, which are: Masses, Motets, and secular songs. He brought the imitation to the new heights of clarify and flexibility. The examples are Pange Lingua Mass, and Pange Lingua Geoli, which is a plainchant hymn.

Late Renaissance
The sixteenth century is known for remarkable achievements, the balance, beauty and exquisite sound of the imitative polyphony was fully explored by all European composers. In addition, the music became more and more homogeneous. There were fewer contrasts between the lines. One technical change of the Renaissance is the sound of the last chord by the end of the sections. The Renaissance composers thought of full chord by the end of piece. The chord was supposed to be tonic, fifth and octave. The distinction between fifth, full, and root chords are apparently heard.

Baroque
The Baroque period is generally divided into 3 phases: Early (1600-1640), Middle (1640-1680) and Late (1680-1750).

Classicism
The classical period lasted from 1750 to roughly 1825. One of the primary trends which distinguishes classical era music is the rejection of the complex polyphony of the late baroque period in favor of a simpler, more balanced style. Music in this period is characterized by regular phrases, memorable melodies, and harmonious proportion. The primary texture of the classical period is homophony, the use of one principle melody with harmonic accompaniment.

The Multi-Movement Cycle

Another important innovation developed in the classical era is the multi-movement cycle. The multi-movement cycle applies to absolute music (instrumental music with no extra-musical references) starting in the classical period, and its use continued into the romantic era. A typical cycle includes 3 to 4 movements and follows some conventions in terms of the form of the individual movements. Symphonies, chamber music, sonatas, and concertos are genres in the classical period which follow the multi-movment cycle.

The first movement of the cycle is typically fast and in sonata allegro form. This form presents a number of contrasting themes (usually 2 or 3) which are later developed and then recapped. The second movement is most often slow and often uses a theme and variations form. The third movement is normally a minuet and trio or scherzo and trio. In either case, it comprises of 2 contrasting dances presented in a ternary or da capo form. The final movement of the cycle is fast and could be in a sonata allegro form or a rondo.

Concertos in the classical period only contain three of the four movements described above and follow a fast-slow-fast pattern in terms of the tempo of each movement. Also of note, the first movement of a classical concerto is a blend of the ritornello form prominent in the baroque concerto and the sonata allegro form.

Opera in the Classical Period

French Impressionism
French Impressionism (in music) is credited to the French composer Claude Debussy, although Mahler had earlier used some impressionistic idioms in some of his later music. The main other composer in this movement was Maurice Ravel, although his view on music is often considered to be more 'neo-classical'. Impressionism in music is characterised by extensive use of ninth chords and a turn toward ancient church music (e.g. church modes, gregorian chants, etc.) for an almost archaic 'mood'. Overall, Impressionism was meant to, as Debussy said: 'Be supple enough to adapt itself to the lyrical effusions of the soul and the fantasy in dreams'. Basically, although Debussy and the Impressionist composers rejected Romanticism, they were essentially still composing under a romantic idiom. Romanticism is macabre, passionate and active, but still tries to connect music as much as possible with the real world (e.g. tone poems, program music, etc.). Impressionism is quiet, floating and passive, but both still share the same basic goal, they simply express the human soul in different ways.

Another strong influence on Impressionism is non-western music Gamelan ensembles. Use of pentatonic scales, chromatic scales and the 'whole-tone scale' are found throughout the harmony and melody of French Impressionism.

German Expressionism
Arnold Schoenberg (German spelling: 'Schönberg')

German Expressionism was characterised by extremely wide melodic leaps and experimentation with the extreme registers of musical instruments. One of the main composers in this field was Arnold Schoenberg.

Schoenberg was born in Vienna in 1874. Even before his atonal days, Schoenberg's harmonies were very advanced, extending chromaticism to its limit in a Post-Wagnerian manner. His gigantic song-cycle 'Gurrelieder' (also: 'Gurre-Lieder') shows considerable Wagnerian influence in its harmonies, sometimes stretching chromaticism past its tonal limits into a 'pre-atonal feel'.

Although the first piece Schoenberg consciously composed using the twelve-tone system is considered to be Op. 19 "Sechs kleine Klavierstücke" ("Six small pieces for Piano"), from 1911 Schoenberg composed some earlier pieces that already had a 'pre-atonal feel' to them. Another example of this is the String Sextet 'Verklärte Nacht' (translated as 'Transfigured Night'). In this context, 'pre-atonal' merely states that those pieces already show Schoenberg's unique rhetoric, although he had not completed his ideas about the twelve-tone system yet.

It is important to note that Schoenberg did not use the term "atonality" in the first place. As a matter of fact, he rather liked to speak of his music being "pantonal" (gr. "pan" = "every"), since "atonal" was first used by his critics and can refer to music that literally "lacks tone".

The twelve-tone System/Atonality

The twelve-tone system is a method of atonal* composition developed by Schoenberg. The basic underlying rule of this system is in the use of a 'tone row'. A tone row usually includes all twelve chromatic notes, arranged in any conceivable order. Variations of a tone row often use techniques like transposition, retrograde, inversion, augmentation and diminishment. The aim in atonality is to create a music that has no principal tone. Each tone in the chromatic scale is treated equally. This is similar in idea to the Impressionistic idiom of "free[ing] it [i.e. music] from barren traditions that stifle it" (Claude Debussy) (i.e. dissolving the major-minor system that had dominated music since the baroque era). It would be wrong, however, to treat atonality and Impressionism as the same genre because of their role in 'the emancipation of dissonance'.

The Second Viennese School (Schoenberg, Berg & Webern)

Modernism
Modernism is a movement in the arts which focusses on experimentation, rejection of tradition, and the search for new forms of expression. Modernism began in the late 19th century and lasted until the middle of the 20th century. Musical genres associated with modernism include impressionism, atonal music, 12-tone music, serialism, neoclassicism, and musique concreté, Compositional techniques employed by the modernists are diverse and may include the use of non-Western scales and harmonies, polyrhythm, frequent meter changes, polytonality, atonality, unusual instruments, playing, and singing techniques, and the use of prerecorded and electronically generated sounds.

Notable modernist composers include the German expressionist composers Arnold Schönberg, Anton Webern, and Alban Berg who comprised the 2nd Viennese School and are known for developing a style of atonal music known as 12-tone music. Composers such as Igor Stravinsky and Bela Bartok are known for their neoclassical style, prominent use of folk melodies (primitivism), as well as polytonality and polyrhythm. Other famous modernists include Charles Ives, Milton Babbitt, Pierre Schaeffer, Edgar Varèse, and Pierre Boulez.

Call for essays
Please contribute an essay or article on . Enter title that is not already on the list below and start your draft. If you wish to change your title, or have any other questions, visit us at Colloquium.
 * List of contributions

title: Music appreciation and history


text:
Wikiversity:Candidates for Custodianship/Rayc

This is an archive of community discussion related to the nomination for full custodianship of User:Rayc.

My name is Rayc, and I'm applying to become a Custodian. I don't have any other sysop experience, but I have been around here long enough to have participated in the discussion that established the mentorship program. (I think my comment was 'what if we had mentors, like Jedi.') I've been working on establishing test functionality in Wikiversity and can foresee when access to restricted code might come in handy. I also like dull repetitious work, like stub storing, which is a good deal of custodian's work. I just ask everyone to keep an eye on my spelling, since I'm known to make the weirdest mistakes. I hope you'll support my custodianship--Rayc 19:37, 29 October 2006 (UTC)

To the candidate: Please indicate who you will accept as your mentor
 * Custodians offering mentorship:
 * I would be glad to be mentor Rayc. --JWSchmidt 03:31, 30 October 2006 (UTC)
 * I accept JWSchmidt as my mentor.--Rayc 00:16, 2 November 2006 (UTC)

has been made a temporary custodian sebmol ? 07:50, 2 November 2006 (UTC)

 * Nomination
 * I nominate Rayc for full custodianship. Rayc has been a probationary custodian since November 2, 2006. Rayc has done some page imports, helped revert vandalism using the rollback tool and has deleted pages created by vandals (see). In addition, Rayc has performed other community services such as helping deal with the backlog of uncategorized pages. Rayc's efforts for Wikiversity have been facilitated by participation at IRC freenode #wikiversity-en and Colloquium. After having served the community during the probationary period, Rayc should be confirmed by the Wikiversity community as a full custodian. --JWSchmidt 20:58, 1 December 2006 (UTC)

 * Comments
 * I fully support Rayc in becoming a full custodian.-- digital  _  me   00:50, 4 December 2006 (UTC)
 * Rayc is a great boon to this project. Support! --HappyCamper 13:25, 4 December 2006 (UTC)
 * Full support - great contributor. Cormaggio talk 14:00, 6 December 2006 (UTC)
 * Support. guillom 14:14, 6 December 2006 (UTC)

Closing comments
All community comments supported full custodianship for User:Rayc after a one month probationary period ending December 2, 2006. The 5 day period for comments on this nomination ended on December 7, 2006, at 07:48 UTC. Rayc became a community-approved custodian on 7 December 2006. --JWSchmidt 18:28, 7 December 2006 (UTC)


text: Category:Discordianism

title: Category:Discordianism


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Category:Papers

See Help:paper.

title: Category:Papers


text:
User talk:Where

Welcome to Wikiversity. --JWSchmidt 20:00, 29 October 2006 (UTC)

Wikiversity:Bots
There is a current discussion about changes to the Bots policy. As a bot operator we would welcome your input at Wikiversity_talk:Bots. --mikeu talk 15:15, 2 January 2016 (UTC)

bot inactivity
Hello, we've noticed that the bot that you operate has been inactive since 2007. The bot flag has been temporarily removed for inactivity per changes in the Bots policy. The flag will restored if we notice that the bot has resumed productive activity, or if you request restoration from a bureaucrat. The community does not consider it a big deal to re-grant this right to a trusted contributor. Thank you for the bot contributions that you have made in the past, and we hope that you will consider becoming active again. --mikeu talk 17:01, 23 January 2016 (UTC)

title: User talk:Where


text:
User talk:Wherebot~enwikiversity

Bots <-- That's all I know about bots. --JWSchmidt 20:02, 29 October 2006 (UTC)

Wherebot is listed at Bots/Status. --JWSchmidt 16:34, 1 November 2006 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Wherebot. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Wherebot~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 23:47, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:25, 19 April 2015 (UTC)

bot inactivity
Hello, we've noticed that the bot that you operate has been inactive since 2007. The bot flag has been temporarily removed for inactivity per changes in the Bots policy. The flag will restored if we notice that the bot has resumed productive activity, or if you request restoration from a bureaucrat. The community does not consider it a big deal to re-grant this right to a trusted contributor. Thank you for the bot contributions that you have made in the past, and we hope that you will consider becoming active again. --mikeu talk 16:58, 23 January 2016 (UTC)

title: User talk:Wherebot~enwikiversity


text:
Introduction to Calculus/Introduction

Before starting this course check the recommendations and resources on the Overview page

Welcome!

 * Many people think calculus is hard. This is a matter of opinion. I think it is not very dificult; then again, I probably wouldn't be writing this if I didn't really like the topic. However, this course should be easy to understand by both people who find it easy and people who find it hard. If you have any questions, just write them at the top of the discussion page, and someone should quickly add the information. Hopefully, with this, the course will not be too difficult to understand.
 * This course consists of many lessons. They include this one, the next one on limits, and the third one on using derivatives.

Why is Calculus necessary?
How fast can you run?

It seems a simple question but let's think:

$$speed = \frac{distance \,\ traveled}{time \,\ taken}$$

So if you have run 100 meters in 10 seconds then your speed was 10 metres per second. Simple.

But that assumes you were running at the same speed all the time. Maybe you started off slowly then speed up and then slowed down slightly at the end. Its likely that your speed wasn't constant so all we are calculating is your average speed over the whole distance. The really interesting question is:

How fast am I going now?

Good question. If we are very good at measuring we might be able to find out that you traveled 11 meters in one second. But that's still only your average speed over 1 second. You might actually be slowing down: so your speed when we started to measure was actually slightly faster than 11 metres per second.

You see the problem. By using the formula above we cannot actually tell you how fast you are going now, we can only give you an average.

That's where calculus comes in. Using calculus, we can tell exactly how fast something is traveling right now.

How steep is this slope?

Again the equation that comes to mind is:

$$gradient = \frac{vertical \,\ height \,\ gained}{horizontal \,\ distance \,\ traveled}$$

This is great if the slope is the same all the way up. If you are climbing a mountain or driving up a hill in the real world then you run into the same problem. We can make an average measurement but the formula can't tell us exactly how steep the slope is right here. Neither can calculus - unless the distance function is differentiable. Calculus only works when motion is described by a differentiable function.

For a function to be differentiable, it must be continuous and its rate of change over time must be continuous. This is to say that when you start running you cannot go from a standstill to your top speed instantly, you must at some instant in time move at every speed between the two.

Finding the speed of a falling rock from the distance
Gravity is a very important feature of our everyday world. It also provides a very good basis for an introduction to the first section of calculus.

Say that, for whatever reason, my friend has dropped a rock over a cliff. The rock takes ten seconds to reach the lake below, at which point it makes a very large plop. Now, I wonder; how fast was the rock traveling when it hit the water?

Well, I know a few things about physics. I know that on the surface of the earth, a rock will fall $$16t^2$$ feet or $$4.9t^2$$ meters in t seconds. I also know that the average speed over an interval of time equals:
 * $$\frac{Total \,\ distance \,\ traveled \,\ in \,\ the \,\ interval}{Length \,\ of \,\ interval \,\ of \,\ time}$$.

From this, you can say that at $$t$$ seconds, the distance the rock will have traveled will be $$16t^2$$ feet, and that at $$t_1$$ seconds, the distance the rock will have traveled will be $$16t_1^2$$. Next, we say that the length of the interval of time between $$t$$ and $$t_1$$ will be $$t_1-t$$, and that the total distance traveled during this interval will be $$16t_1^2-16t^2$$. Make sense? Now, for the grand finale. Let's use our equation for average speed, our distance traveled in an interval, and the length of the interval to create an average speed equation for any point during the rock's fall. The expression for this is:
 * $$\frac{16t_1^2-16t^2}{t_1-t}$$

 * Try-This-Yourself (TTYS) 1
 * TTYS 1 will show up a lot during this part of this lesson. This is so you can follow what we are doing, by doing it yourself. First step;

create the average speed formula of a rocket in which the rocket, t seconds after blast off, will be $$4t^3$$ feet off the ground. Use the interval of time between X and Y (Or $$t$$ and $$t_1$$; it really doesn't matter what variables you use; the people who write calculus textbooks prefer the $$t_1$$ format.)

Finding the distance traveled by a car from the speed
If we assume a car traveling at a known constant speed, can you guess how long it has passed since you started your stopwatch?. Well..let's try this simple formula,
 * $$v = \frac{\Delta d}{\Delta t}\,$$
 * and so,
 * $$v\cdot\Delta t = \Delta d \,$$

For example if your stopwatch reached 120 seconds and the speed of the car was 60 km/h ( = 60 km/(3600 s) = 1/60 km/s) then, the traveled distance is expected to be:
 * 1/60 [km/s] × 120 [s] = 2 km!

Now let's assume the car is traveling at different speeds. In this case we will have to record different times on our stopwatch, and make a note of the new speed at every recorded time. If we use the previous formula for calculating individual intervals, then we can get the distance traveled in every change of speed and time. By collecting or summing all these distances, we can get an approximation of the total distance the car has passed. In other words:

 * $$Total Distance \approx \Delta d_1 + \Delta d_2 + \Delta d_3 + \cdots + \Delta d_n \,$$

Where n represents the number of recorded times. In terms of speed or velocity, we get:

 * $$Total Distance \approx v_1\cdot\Delta t_1 + v_2\cdot\Delta t_2 + v_3\cdot\Delta t_3 + \cdots + v_n\cdot\Delta t_n \,$$

For example let's assume the following table is the recorded times and velocity changes the car has done:

by making a new table in terms of the time differences and corresponding distance in that difference, we get:

So, the total distance is 900 + 750 + 800 + 500 + 1200  = 4150 m or 4.15 km Note that we ignored the last speed record. Indeed this is just one approximation! We will try the other approximation by ignoring the first speed and check the resulted distance.

And, the total distance will be 750 + 600 + 1000 + 600 + 1600 = 4550 m or 4.55 km.

Can you see that much difference in the two solutions? Now let's take a more accurate approximation by taking the average speed between every two points, recall that average v = 1/2 × (v1 + v2)

The total distance is 825 + 675 + 900 + 550 +  1400 = 4350 m or 4.35 km.

We find that the three approximations are almost similar. Can you improve these approximations? The answer is yes but by measuring more time differences for the same previous example! The more the time intervals we reduce the more the recorded points we get the more the approximation in the three ways of solution.

NEXT Limits

title: Introduction to Calculus/Introduction


text:
User:Benjamin Mako Hill

About Me
I have more webpages than I can reasonably count and my current policy to to try to not aggravate this problem so I'm going to be brief.

I have many webpages where I talk a lot about myself, my projects, and other things that I do. If you are interested in this, you can read any of the pages linked below:

 * My Homepage
 * Copyrighteous (My Blog)
 * My Up-To-Date Contact Information

Wikimedia
I am honored to be a member of the Wikimedia Foundation Advisory Board.

I helped run the Wikimedia Foundation Elections once.

I am also an active contributor to several Wikimedia projects. These include:

The English Wikipedia:

 * My English Wikipedia Userpage
 * My English Wikipedia Contributions

Please don't hesitate to get a hold of me by editing my talk page or by emailing me at mako@atdot.cc or any of the methods mentioned in the pages above.

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