text:
Draft:Original research/Biology

On the right is a drawing of the archaean Haloquadratum walsbyi.

Biology is the study of living organisms, divided into many specialized fields that cover their morphology, physiology, anatomy, behavior, origin, and distribution. The study of biology is important in many ways. On the most basic level, one can satiate their curiosity on the mechanisms of life. One can also utilize biology within different closely related fields, such as agriculture, medicine, engineering and more. Biology solves problems, either tending to an illness, or promoting food growth, it is essential in our daily lives. By understanding the interaction of living organisms, it enables us to make most of the planet's resources and minimizing our imprint onto it, allowing us to be responsible caretakers of our home. Biology is also a basic subject in all primary and secondary education institutions, one may also seek to specialize themselves in the many branches of biology. Biology is a nigh endless journey of exploration and discovery, making its place as a natural science utmost deserving.

Agriculture
Agriculture is the science, art, or practice of farming, including cultivation of the soil for the growing of crops and the rearing of animals to provide food, wool, and other products. Agriculture is key to humanity, as it brings about food surpluses for our livelihood and growth. The history of agriculture dates back millennia, with wild grains first planted around 11,500 years ago and animal husbandry around 10,000 years ago. Agriculture is a very multidisciplinary subject, encompassing many branches of biology, chemistry, physics and even the social sciences. It covers topics such as agronomy, plant breeding and genetics, plant pathology, crop modelling, soil science, entomology, production techniques and improvement, study of pests and their management, and study of adverse environmental effects such as soil degradation, waste management, and more.

At right are farm buildings with trees surrounded by fields on a fair-weather day. Farmers apply nutrients in their fields in the form of chemical fertilizers and animal manure, which provide crops with the nitrogen and phosphorus necessary and produce the to grow and produce the food we eat.

Archaeaology
"This path has attracted 'archaeaologists' with great tenacity and drive, impressive creativity and dynamic thinking, and a capacity to expand a mental comfort zone to broker remarkable observations, often in view of reluctant acceptance."

Def. the scientific study of the archaea is called archaeaology.

The B recognition element (BRE) is a DNA sequence found in the promoter region of most genes in eukaryotes and Archaea.

In the archaean from the Dead Sea imaged at the right, "We have completely fragmented their DNA. I mean we have completely destroyed it by bombarding it with [radiation]. And they can reassemble their entire chromosome and put it back into working order within several hours."

Botany
Def. the "scientific study of plants, ... [typically] those disciplines that involve the whole plant" is called botany.

Usage notes:

The scientific definition of what organisms should be considered plants changed dramatically during the 20th century. Bacteria, algae, and fungi are no longer considered plants by those who study them. Many textbooks do not reflect the most current thinking on classification.

Cellular biology
As the foundation of the contemporary life sciences, cell biology represents one of the frontiers of the modern biology and biomedicine. With the completion of the genome projects in human and an increasing number of different organisms, the focus of the modern biology is quickly shifting to functional genomics which aims at understanding the functions of genes at molecular, cellular, and organism levels. Cells are the basic unit of life, that is, the smallest thing that academia has agreed on to be "alive". Cells consist of a cytoplasm enclosed within a membrane, which contains many biomolecules such as proteins and nucleic acids.

Computational biology
Computational biology involves the development and application of data-analytical and theoretical methods, mathematical modeling and computational simulation techniques to the study of biological, ecological, behavioral, and social systems. The field is broadly defined and includes foundations in biology, applied mathematics, statistics, biochemistry, chemistry, biophysics, molecular biology, genetics, genomics, computer science and evolution.

The original formulation of computational anatomy is as a generative model of shape and form from exemplars acted upon via transformations.

Conservation biology
Conservation biology is the management of nature and of Earth's biodiversity with the aim of protecting species, their habitats, and ecosystems from excessive rates of extinction and the erosion of biotic interactions. It is an interdisciplinary subject drawing on natural and social sciences, and the practice of natural resource management.

Evolution
The theory of evolution explains how living things have developed over time. It is one of the most important foundations of biology. Theodosius Dobzhansky said: "Nothing in Biology Makes Sense Except in the Light of Evolution."

Forestry
Def. the science or practice of planting, managing, and caring for forests is called forestry.

"Continuous cover forestry (CCF) is not a new idea in forest management but there has been renewed interest in it for the potential it has to meet the sustainability requirements which are part of the Rio/Helsinki process and certification. Broadly speaking CCF includes those silvicultural systems which involve continuous and uninterrupted maintenance of forest cover and which avoid clearcutting."

"Desperate efforts by firefighters on the ground and in the air have saved the only known natural grove of the world-famous Wollemi pines from destruction during the record-breaking bushfires in NSW."

"The rescue mission involved water-bombing aircraft and large air tankers dropping fire retardant. Helicopters also winched specialist firefighters into the remote gorge to set up an irrigation system to increase the moisture content of the ground fuels to slow the advance of any fire."

"Wollemi National Park is the only place in the world where these trees are found in the wild and, with less than 200 left, we knew we needed to do everything we could to save them."

"Fossil evidence indicates that the trees existed between 200 and 100 million years ago and were once present across the whole of Australia."

Genetics
"A recent comparison of the draft sequences of mouse and human genomes has shed light on the selective forces that have predominated in their recent evolutionary histories. In particular, mouse-specific clusters of homologues associated with roles in reproduction, immunity and host defence appear to be under diversifying positive selective pressure, as indicated by high ratios of non-synonymous to synonymous substitution rates. These clusters are also frequently punctuated by homologous pseudogenes. They thus have experienced numerous gene death, as well as gene birth, events. These regions appear, therefore, to have borne the brunt of adaptive evolution that underlies physiological and behavioural innovation in mice. We predict that the availability of numerous animal genomes will give rise to a new field of genome zoology in which differences in animal physiology and ethology are illuminated by the study of genomic sequence variations."

Mollusks
Def. a "soft-bodied invertebrate [of the phylum Mollusca], [typically with a hard shell of one or more pieces]" is called a mollusc, or mollusk.

Def. a "body wall of a mollusc, from which the shell is secreted" is called a mantle.

Def. a "rasping tongue of snails and most other mollusks" is called a radula.

As a mollusk an ammonite may be expected to have
 * 1) a mantle with a cavity for breathing and excretion,
 * 2) a radula, and
 * 3) a structured nervous system.

Mycology
Mycology is the branch of biology concerned with the study of fungi, including their genetic and biochemical properties, their taxonomy and their use to humans as a source for tinder, medicine (e.g., penicillin), food (e.g., beer, wine, cheese, edible mushrooms), and entheogens, as well as their dangers, such as poisoning or infection.

Oceanography
Def. On Earth one "of the five large bodies of water separating the continents" is called an ocean.

Oceanography, also called oceanology or marine science, studies the ocean. It covers a wide range of topics, including marine organisms and ecosystem dynamics; ocean currents, waves, and geophysical fluid dynamics; plate tectonics and the geology of the sea floor; and fluxes of various chemical substances and physical properties within the ocean and across its boundaries.

Def. the "exploration and scientific study of the oceans and ocean floor" is called an oceanography.

Parasitology
The "Acanthocephala, are descended from, and should be considered as, highly modified rotifers. Genetic research has determined this is unequivocal; the Acanthocephalans are modified rotifers".

Soils
"In soil, estimates are that 80 to 99% of the microorganisms remain unidentified (1)."

"The soil at the Arlington site is a Plano silt-loam. The 20-cm-deep A horizon is a silt-loam and contains 4.4% organic matter. The loess mantel is >1.25 m deep. Four 2.5-cm-diameter soil cores were taken from the top 10 cm of a clover-grass pasture at the Arlington Agricultural Research Station. The soil samples were immediately placed on dry ice, mixed, and then stored at -70°C prior to DNA extraction. Soil analysis was done by the Soil Testing Laboratory of the University of Wisconsin—Madison as described by Schulte et al. (40). The soil sample contained 13% sand, 70% silt, 17% clay, 4.4% organic matter, 0.3% total N, 400 ppm of K+, and 98 ppm of P. The soil pH was 6.5. The site is well drained, with groundwater more than 25 m below the surface. Two-thirds of the 79-cm annual rainfall occurs from April to October. The site has an average of 165 frost-free days."

Taxonomy

 * 1) Superregnum Archaea,
 * 2) Superregnum Bacteria, and
 * 3) Superregnum Eukaryota.

Superregnum: Archaea

Regnum (Phyla):
 * 1) Crenarchaeota
 * 2) Euryarchaeota
 * 3) Korarchaeota

Superregnum: Bacteria

Phyla

 * 1) Acidobacteria
 * 2) Actinobacteria
 * 3) Aquificae
 * 4) Chlamydiae
 * 5) Chloroflexi
 * 6) Chrysiogenetes
 * 7) Cyanobacteria
 * 8) Deferribacteres
 * 9) Deinococcus-Thermus
 * 10) Dictyoglomi
 * 11) Fibrobacteres
 * 12) Firmicutes
 * 13) Fusobacteria
 * 14) Gemmatimonadetes
 * 15) Nitrospirae
 * 16) Planctomycetes
 * 17) Proteobacteria
 * 18) Spirochaetes
 * 19) Thermodesulfobacteria
 * 20) Thermotogae
 * 21) Verrucomicrobia

Superregnum: Eukaryota Regnums (Whittaker & Margulis, 1978): Animalia - Plantae - Fungi - Protista Regnums (Cavalier-Smith, 1981): Animalia - Plantae - Fungi - Chromista - Protozoa

Regnum: Animalia Phyla (36):

 * 1) Acanthocephala
 * 2) Annelida
 * 3) Arthropoda
 * 4) Brachiopoda
 * 5) Bryozoa
 * 6) Cephalorhyncha
 * 7) Chaetognatha
 * 8) Chordata
 * 9) Cnidaria
 * 10) Ctenophora
 * 11) Cycliophora
 * 12) Echinodermata
 * 13) Echiura
 * 14) Gastrotricha
 * 15) Gnathostomulida
 * 16) Hemichordata
 * 17) Kamptozoa
 * 18) Kinorhyncha
 * 19) Loricifera
 * 20) Micrognathozoa
 * 21) Mollusca
 * 22) Myxozoa
 * 23) Nematoda
 * 24) Nematomorpha
 * 25) Nemertea
 * 26) Onychophora
 * 27) Orthonectida
 * 28) Phoronida
 * 29) Placozoa
 * 30) Platyhelminthes
 * 31) Porifera
 * 32) Rhombozoa
 * 33) Rotifera
 * 34) Sipuncula
 * 35) Tardigrada
 * 36) Xenacoelomorpha

Regnum: Plantae Divisiones (8): "Algae" (first four)

 * 1) Charophyta
 * 2) Chlorophyta
 * 3) Glaucophyta
 * 4) Rhodophyta
 * 5) Anthocerotophyta
 * 6) Bryophyta
 * 7) Marchantiophyta
 * 8) Tracheophyta

Temperatures
"The above illustration of Earth's sea surface temperature was obtained from two weeks of infrared observations by the Advanced Very High Resolution Radiometer (AVHRR), an instrument on board NOAA-7 during July 1984. Temperatures are color coded with red being warmest and decreasing through oranges, yellows, greens, and blues. Temperature patterns seen in this image are the result of many influences, including the circulation of the ocean, surface winds, and solar heating. The image indicates a large pool of warm water in the Western Pacific and a tongue of relatively cold water extending along the Equator westward from South America. Every few years, there occurs an interrelated set of changes in the global atmospheric and oceanic circulation known as an El Nino in which the region of warm equatorial water in the West extends eastward across the Pacific and blankets the cool, productive regions along the coast of South America. Fish, birds, and marine mammals that depend upon the normally phytoplankton-rich waters often die in large numbers during El Nino. Images of sea surface temperature such as this help scientists to better monitor and ultimately understand the changes to Earth caused by events such as El Nino."

Theoretical biology
Def. the study of all life or living matter is called biology.

Zoology
Def. that part of biology which relates to the animal kingdom, including the structure, embryology, evolution, classification, habits, and distribution of all animals, both living and extinct is called zoology.

title: Draft:Original research/Biology


text: Template:TESOL Materials Navigation

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

title: Template:TESOL Materials Navigation


text: Lunar Boom Town/Earthbase Spaceport

title: Lunar Boom Town/Earthbase Spaceport


text:
Assistant teacher course/Individual curriculum/Agricultural science

Agricultural science
Pupils interested in agricultural science can be offered the opportunity to work and to experiment in a garden project. The curriculum has obvious connections to biology and chemistry but can also include environmental science, nutritional science and supportive technology. A project with supportive technology can, for instance, be a miniature greenhouse with solar power, electronic measuring equipment and automatic irrigation.


text:
Assistant teacher course/Individual curriculum/Electronics

Electronics
A curriculum in electronics can be centered around an electronic construction kit (e.g. Busch electronic kit 7000 and 2188: computer technology), but should connect to the underlying physics and can connect to computer science (e.g. assembly language programming), robotics@undefined and mechatronics.


text:
Assistant teacher course/Individual curriculum/Robotics

Robotics
An individual curriculum in robotics can be centered around a robot construction kit (e.g. fischertechnik robots) and should connect to computer science@undefined and mechatronics.


text:
Template:@

#|

Parameters:
 * 1) The name of the anchor to be linked. (translated with anchorencode:)
 * 2) The visible name of the link (defaults to the first parameter in untranslated form).
 * The named parameter p can specify a path to another page, which can be relative (e.g. ) or absolute.

title: Template:@


text:
Assistant teacher course/Individual curriculum/Languages

Languages
Pupils can also learn a less common language (not English or French, which are likely to be school subjects) as part of an individual curriculum. The curriculum should connect to the history and politics of the country or countries where the language is spoken.


text:
Talk:Biblical Studies/Projects

Editing the Projects Page
The following sections provide some guidelines to editing the projects page.

Adding a Project
To add a new proposed project, please follow the following steps: Example:
 * 1) Create a bullet under "Unstarted Projects" with the title of the proposed project on the first line, followed by a description beneath it.
 * 2) Link to the project's main page (whether it's created or not)
 * 3) Start an empty bulleted list of participants in the project underneath of the project description
 * Unstarted project example
 * This is an example of an unstarted project's description. Here's what I'm hoping to achieve with this project...here's my contact information...here's any other information needed.  The following is a list of active participants in this project:
 * (none)

Starting a Project
To start a project, please follow the following steps:
 * 1) Move the project's wiki markup from the "Unstarted Projects" section to the section entitled "Projects In-Process".
 * 2) Add your username to the project's list of participants (preferably linking it to your User Page)
 * 3) Start the project :)

Joining an Already Started Project
To add yourself to a project that's already begun, add your name to the project's list of participants. As a matter of etiquette, you should probably check with those already involved before jumping in.

Completing a Project
Once a project is completed (assuming any wiki project ever is truly complete ;), please follow the following steps:
 * 1) Move the project's wiki markup from the "Projects In-Process" section to the section entitled "Completed Projects".
 * 2) Go hang out with friends, or watch a movie.  You've earned it! :-D

Discussion
project page is now up and running --Opensourcejunkie 08:39, 19 March 2008 (UTC)

title: Talk:Biblical Studies/Projects


text: Study of Genesis/Creation versus Evolution


text:
User:SBJ/Bloom Clock Clean Data

Keeping the bloom clock's data clean is a never-ending chore, and requires collaboration among all the participants. By "clean", we mean that a log for a particular plant should always reflect sightings of that plant, rather than a plant that it may closely resemble. There are several things that need to be done to prevent erroneous logs.
 * 1) First, plants that have look-alikes should always have these listed in the "similar plants" field of the top template. A more prominent tamplate ("Warning! Easily confused with ...!") might also be necessary.
 * 2) Second, species and varietal profiles should always be accompanied by a higher taxa-level profile.
 * 3) Contributors with a good knowledge about plants and the difficulties involved with logging plants that have look-alikes should keep an eye on contributions logging plants that are hard to identify, and use a templated message to ask less knowledgeable contributors if they are sure about the identity of the plants they saw.

title: User:SBJ/Bloom Clock Clean Data


text:
Template:Bcpgt/3s

Late Winter

This template makes a link to the Global Temperate Key for late winter, for plants that bloom sporadically during late winter.

This template should only be used in the "Global temperate seasons = " field of Bloom clock plant top

title: Template:Bcpgt/3s


text:
Template:Bcpgt/1s

Early Winter

This template makes a link to the Global Temperate Key for early winter, for plants that bloom sporadically during early winter.

This template should only be used in the "Global temperate seasons = " field of Bloom clock plant top

title: Template:Bcpgt/1s


text:
Template:Bcpgt/2s

Mid Winter

This template makes a link to the Global Temperate Key for mid winter, for plants that bloom sporadically during mid winter.

This template should only be used in the "Global temperate seasons = " field of Bloom clock plant top

title: Template:Bcpgt/2s


text:
Template:Bcpgt/4s

Early Spring

This template makes a link to the Global Temperate Key for early spring, for plants that bloom sporadically during early spring.

This template should only be used in the "Global temperate seasons = " field of Bloom clock plant top

title: Template:Bcpgt/4s


text:
Template:Bcpgt/5s

Mid Spring

This template makes a link to the Global Temperate Key for mid spring, for plants that bloom sporadically during mid spring.

This template should only be used in the "Global temperate seasons = " field of Bloom clock plant top

title: Template:Bcpgt/5s


text:
Template:Bcpgt/6s

Late Spring

This template makes a link to the Global Temperate Key for late spring, for plants that bloom sporadically during late spring.

This template should only be used in the "Global temperate seasons = " field of Bloom clock plant top

title: Template:Bcpgt/6s


text:
Template:Bcpgt/9s

Late Summer

This template makes a link to the Global Temperate Key for late summer, for plants that bloom sporadically during late summer.

This template should only be used in the "Global temperate seasons = " field of Bloom clock plant top

title: Template:Bcpgt/9s


text:
Template:Bcpgt/8s

Mid Summer

This template makes a link to the Global Temperate Key for mid summer, for plants that bloom sporadically during mid summer.

This template should only be used in the "Global temperate seasons = " field of Bloom clock plant top

title: Template:Bcpgt/8s


text:
Template:Bcpgt/7s

Early Summer

This template makes a link to the Global Temperate Key for early summer, for plants that bloom sporadically during early summer.

This template should only be used in the "Global temperate seasons = " field of Bloom clock plant top

title: Template:Bcpgt/7s


text:
Template:Bcpgt/10s

Early Fall

This template makes a link to the Global Temperate Key for early fall, for plants that bloom sporadically during early fall.

This template should only be used in the "Global temperate seasons = " field of Bloom clock plant top

title: Template:Bcpgt/10s


text:
Template:Bcpgt/11s

Mid Fall

This template makes a link to the Global Temperate Key for mid fall, for plants that bloom sporadically during mid fall.

This template should only be used in the "Global temperate seasons = " field of Bloom clock plant top

title: Template:Bcpgt/11s


text:
Template:Bcpgt/12s

Late Fall

This template makes a link to the Global Temperate Key for late fall, for plants that bloom sporadically during late fall.

This template should only be used in the "Global temperate seasons = " field of Bloom clock plant top

title: Template:Bcpgt/12s


text:
User:Darrel

My name is Darrel Pierce and my e-mail address is: darrel.pierce@gmail.com

I am a retired professional with a Master Of Science Degree in "Space Studies". Presently, I am leading a study group that is developing their "peer review" skills to adequately proof a technical paper for future publication. Prior to acceptance for publication in an academic journal, a physicist’s technical paper must undergo a rigorous peer review process to assure all new concepts and mathematical derivations are adequately explained in a clear and concise manner involving use of informative illustrations. The "peer review" process also makes certain that all identified math formulas are correct and, most importantly, that the formulas used are not misapplied to validate flawed concepts.

title: User:Darrel


text: Template:TESOL Materials Quick Navigation Bar


text:
User talk:Nytenight

Welcome
Hello Nytenight, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 12:19, 19 March 2008 (UTC)

title: User talk:Nytenight


text:
User talk:Cuff

Welcome
Hello Cuff, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 12:19, 19 March 2008 (UTC)

title: User talk:Cuff


text:
User talk:Kurihaya

Welcome
Hello Kurihaya, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 12:19, 19 March 2008 (UTC)

title: User talk:Kurihaya


text:
User talk:Daniel Evans

Welcome
Hello Daniel Evans, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 12:19, 19 March 2008 (UTC)

title: User talk:Daniel Evans


text:
User talk:Minni2

Welcome
Hello Minni2, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 12:20, 19 March 2008 (UTC)

title: User talk:Minni2


text:
User talk:Jdehlic

Welcome
Hello Jdehlic, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 12:20, 19 March 2008 (UTC)

title: User talk:Jdehlic


text:
User talk:DGG

Welcome
Hello DGG, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 12:20, 19 March 2008 (UTC)

contact
Please contact me by email, as I do not work on this project frequently.DGG 15:18, 16 June 2009 (UTC)
 * You sure picked an odd thing to come back to edit. By the way, are you suddenly translating your work into other languages now? Ottava Rima (talk) 05:03, 26 November 2010 (UTC)
 * What's odd about midnight? I came back to comment on 2 projects. I don't plan to work here regularly, and whoever is translating things into other languages is not me, though I sometimes fix errors on frWP and deWP DGG
 * I meant the 10 anti Academic page stuff. :) Did you read the full page? :) Ottava Rima (talk) 15:27, 26 November 2010 (UTC)

title: User talk:DGG


text:
User talk:Daleband~enwikiversity

Welcome
Hello Daleband, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 12:20, 19 March 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Daleband. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Daleband~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 23:33, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:05, 19 April 2015 (UTC)

title: User talk:Daleband~enwikiversity


text:
User talk:Shashithorat

Welcome
Hello Shashithorat, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 12:20, 19 March 2008 (UTC)

title: User talk:Shashithorat


text:
User talk:CWii

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 12:21, 19 March 2008 (UTC)

title: User talk:CWii


text:
User talk:John Bot

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 12:21, 19 March 2008 (UTC)

title: User talk:John Bot


text:
Talk:Biblical Survey (literal-normal)

hey, just creating the talk page --Opensourcejunkie 12:33, 19 March 2008 (UTC)

title: Talk:Biblical Survey (literal-normal)


text:
Introductions Activity (basic)

Level
Beginner

Activity Type
Communicative speaking; intonation practice

Language Structures and Functions

 * Structures: Present "be" form
 * Functions: Introducing self/others; asking for and giving information

Estimated Time Required
15 min

Preparation
Print enough copies of dialog strips for students

Activity Plan

 * Warm-up: (If being used in conjunction with "New Dynamic English" software) Have Ss listen to the introductions and information for Max, Kathy and Pierre. Ss listen and repeat the phrases they hear.
 * Step 1: Hand out dialog strips to Ss. Tell each S to fill his/her name for the "A" speaker.
 * Step 2: Have Ss individually practice the entire conversation quietly. Draw attention to the downward intonation of the "where" question.
 * Step 3: Explain to Ss that they need to practice the conversation with a partner and write their partner's information for the "B" speaker, and that they must practice the conversation until they can do it without looking at the dialog.
 * Step 4: Tell Ss that after they have mastered the dialog, they must introduce each other to the teacher without using the dialog.

Appendix
Dialog strips for Introduction

'Introduce yourself to your partner. Then switch roles.'

Now introduce your partner to the teacher

title: Introductions Activity (basic)


text:
Wikiversity talk:Participants/Archive 1

Portal

 * Please coordinate this page with Portal:Participants. --JWSchmidt 00:48, 20 October 2006 (UTC)
 * The Coordination Effort has begun. -- Dionysios (talk) Date: 2007-07-18 (July 18, 2007) Time: 1420 UTC

Record of the deletion discussion prior to reconceptualisation of the page
This page seems somewhat… a failure. Seeing as only two people have signed up, and they're not even the most active people here on Wikiversity. AfD? The Jade Knight 01:30, 13 October 2006 (UTC)

REASON -- Defunct. Lists a total of 6 participants. At this point, the list would be virtually useless, anyway—participant lists for the various schools/topics/projects are better. The Jade Knight 06:43, 14 July 2007 (UTC)
 * . This page makes WV look like a failed frat party. McCormack 08:43, 18 July 2007 (UTC)
 * Agree that it is not a good reflection of (or on) Wikiversity - there is also Portal:Participants which is an old list of people interested in Wikiversity before Wikiversity was set up - could perhaps this latter be made more useful by acting as a pathway towards people interested in specific areas (like the various "streams")? Cormaggio talk 09:59, 18 July 2007 (UTC)
 * I agree; in fact I think, both pages should be deleted - they serve little purpose and most of those listed are red links anyways. Countrymike 08:11, 18 November 2007 (UTC)
 * . This is a legitimate WV Page.  Some time ago JWSchmidt requested that this Page be Coordinated  with the Portal:Participants.  Upon learning of the Deletion Request, this Participant undertook the the initial stage of the Coordination Effort.  It could be that if others will join in this Effort, the establishment of a user-friendly guide to WV Participants will result.  (Presently the Portal:Participants seems only historical and the Page has yet to achieve much.)  With cultivation we may expect a harvest.  (s) Dionysios (talk), Date: 2007-07-18 (July 18, 2007) Time: 1432 UTC
 * ARGUMENTS - What seems to be suggested is that the "concept" of a Participants page designed towards helping Participants figure out where to go may be worthwhile, but the current page does not do that, and its existance may give people the impression McCormack is concerned about. ATM, it serves no useful purpose whatsoever (the same goes for Portal:Participants).  The Jade Knight 21:28, 18 July 2007 (UTC)

 * The reason the page has never developed is because it is not linked from the main page and wv and school pages keep getting shuffled.  I agree as it is it should either be deleted or a participant index linked to from the main and the school pages should be developed.  http://en.wikiversity.org/wiki/Special:Listusers is useless because it is saturated with hundreds of unused test accounts.  Interesting.  The participant index at Wikipedia has been removed from the front page.  I wonder it it got unwieldy or if someone decided it was "unencyclopedic".  If each school/portal had a participant subpage then these pages could be linked from a master participant file linked into from the front page.  Mirwin 22:14, 24 September 2007 (UTC)

 * - The very idea is umanagable with over 16,000 users.  Could be replaced by something like a dynamic list that only shows editors who have (for example) edited within the past X weeks or months, since that is the only way it will remain up to date.  Not a single edit since 09:18, 18 July 2007 to address specific concerns above, nor any concrete suggestions on how to remedy the flawed original concept of the page.  (This debate is giving me flashbacks to the motto/slogan contest, and the round/square corners debate.  Do we really need to beat a dead horse for six months to get anything done around here?  Delete it now, or improve it to the point where the tag can be removed, if that can even be done.)  --mikeu 17:31, 26 December 2007 (UTC)
 * Comments. My comments also apply to, below. A key issue for Wikiversity is building community. One approach to community building that is tried by some wiki participants is the creation of participant lists. I think participant lists are not very effective, but I do think we need to be open to letting people experiment and as a community we need to find ways to learn from our experiments. Sometimes it is constructive to have a record of failed experiments. If you delete everything that does not seem to work then you are in effect inviting new visitors to just try re-creating the deleted content without the benefit of learning from past history. In general, I think Wikiversity should help participants learn and understand how wiki communities grow and what works and does not work during efforts to build a community. Deleting pages removes an opportunity for learning. Deletion is for vandalism, copyright violations and pages that have no value to the community. I think we can, as a community, learn from these pages. Ya, the pages are a mess right now, but the correct response to a page in need of improvement is to edit the page and improve it. If you have no interest in participant lists, just move along and find something else to work on. Its mainly up to people who have an interest in participant lists to explore their ideas for how to improve these pages. --JWSchmidt 18:09, 26 December 2007 (UTC)

 * Comments - I also see the possibility of participant lists being potentially usefull, for instance at School or Topic pages, although we seem to lack the critical mass of participants, or long term interest from people who sign up for them, to work effectively to build community. But, yes I think the list of all Wikiversity editors is a failed experiment.  If, as you suggest, we should keep the material for others to learn from, than see my suggestion at  to rename that page and place a Template:Historical on it.  Also, see my suggestion to use Dynamic page lists to only show recently active editors.  I was specifically directed to drop in here and participate in a deletion debate.  I would have just "moved along" if I had not seen the template tag requesting that I "Please share your thoughts on the matter..."  If "Deletion is for vandalism, copyright violations and pages that have no value to the community." than why do we even have a WV:RFD page?  IMHO, it is a healthy exercise to critique and gather opinions about how specific pages help or maybe even hinder the wikiversity mission.  In any case, no incremental improvements have been made to these two pages, and no major changes can be attempted until a custodian closes this debate.  The comments so far look like a prefernce for delete, and those who would like to salvage the page have not done so.  With the pages in limbo for half a year I felt that a push to resolve it was appropriate. --mikeu 19:22, 26 December 2007 (UTC)
 * I tend to scatter "I think" and "my view is" throughout my comments, but, ya, eventually I get tired of starting every sentence with such a qualifier. When I gave my view that page deletion requests should be limited to, "vandalism, copyright violations and pages that have no value to the community," I was not trying to suggest that other people cannot have a different opinion about the role of page deletion at Wikiversity. Wikipedia, in particular, has evolved a culture of reflexive widespread page deletion and I think some editors come to Wikiversity from Wikipedia and do not ask themselves if Wikiversity can find other approaches to problem pages besides deletion. "a push to resolve it was appropriate" <-- what if we do not delete these pages now but it takes an additional five years before the Wikiversity community finds an effective way to make use of an active participants list? What if deleting these pages now changes the landscape and makes it so that every year someone else comes along and creates a new participants page, we discuss its deletion, and due to this silly dance of creation/deletion it takes ten years before someone can establish a useful participants page? I am not sure that using some warning banner like -FAILED EXPERIMENT, HISTORICAL INTEREST ONLY- is constructive. I think it would be constructive to edit the pages and try to say something about the challenges of growing learning communities...maybe make some links to other pages at Wikiversity that are related to this issue. "healthy exercise to critique and gather opinions about how specific pages help or maybe even hinder the Wikiversity mission" <-- maybe now is the time to make a "request for comments" or "collaboration of the month" page where under-developed pages could be listed in an attempt to get suggestions for how to improve the pages. --JWSchmidt 19:51, 26 December 2007 (UTC)
 * Perhaps a request to "register" handle at aggregate Wikiversity participation list could be placed on Welcome template. Kind of a handshake to see how many serious participants arriving have been welcome? Mirwin 20:03, 26 December 2007 (UTC)

Now that we have a new Portal:Participants this page is not only obsolete, but redundant. Does anyone still have an objection to deletion, or is there anything worth savings from this page? --mikeu talk 12:47, 10 March 2008 (UTC)
 * I agree that it is redundant. However, yours and John's comments above have made me think (and pardon my long-windedness). Being a researcher, I am someone who appreciates having a record of activity in a wiki (archives of talk pages, etc). But deleting pages removes records (except to custodians) - we are no longer able to see that something has withered - it is gone. And this is problematic if we want to keep a record of 'failed' experiments (just for example) - to see its process of development, and analyse why it became inactive, or 'failed'. But: is this to keep us from deleting anything that might be interesting to future researchers, or developers of similar initatives? (And how are we to know what people would be interested in?)
 * So, there seem to be three options (all of which have problems):
 * Leave every such resource in place and try to improve it. (As well as adding useful content, "improving" could involve redirecting to something more useful - this would preserve the page's history.) Problems with this could include that people will not necessarily know how to improve something if its stated intent is not sufficiently clear.
 * Something akin to the '"historical"-labelling' and 'archival' methods used, for example, on Meta (as mentioned above). I would propose that the template used need not describe something as a "Failed experiment" or even "of historical interest only" - instead it could simply say "inactive". Perhaps this would be a two-stage process, involving flagging as inactive (which could/should itself invite interest and activity), and then moving the page to a subpage of Archive. Problems with this could include that people might not be motivated to resurrect something once it is archived.
 * Write up an account of how/why something developed - why it was started, what happened, and why it became inactive/didn't work as planned/failed. When enough detail about the page is preserved for the record, the page could be deleted (though what "enough" is is debatable). This would address the needs of the interested-but-casual observer (though a researcher could ask for it to be reinstated in order to carry out their own research), and of a future participant figuring out what to do in a similar context. It could be written up somewhere like Failed experiments (I'd prefer a better name, but can't think of anything right now). Problems with this could include that it might require quite a bit of work to write up.
 * These options would not be mutually exclusive - something could be archived and written up. In this particular case, I propose that we redirect it for the moment to Portal:Participants - or perhaps leave it for now, and figure out what to do with that portal. (I wonder what this portal would do that we should not do with the Community Portal - which badly needs a revamp/rethink, IMO.) I also think that the discussion above should be continued, or utilised in some way, at Building successful learning communities on Wikiversity - and, similarly, that the processes I outline above would feed into projects explicitly focused on documenting and learning from our experience. Cormaggio talk 19:24, 14 March 2008 (UTC)

Well put. Merge - if there are similar pages with quite similar intents and uses - merge them then perhaps. not delete though --Remi 20:13, 14 March 2008 (UTC)

Deletion Discussion
This Page would grow if Participants would add their names to it.

(s) Dionysios (talk), a Participant in the Wikiversity School of Advanced General Studies, Date: 2007-07-18 (July 18, 2007) Time: 1354 UTC
 * But it would be perfectly pointless. Schools, Departments, even Projects all have their own participant pages, where people with similar interests can find other people on a smaller scale that they can work with functionally.  What purpose does this page serve?  To catalog everyone who happens to run into this page and add their names?  It is no reflection of activity at all.  The Jade Knight 21:38, 18 July 2007 (UTC)

title: Wikiversity talk:Participants/Archive 1


text:
Template talk:Portal

Do you think it is better to make the "Portal.svg" picture as default, unchangeable in the template and therefore simplify the template to  , or keep it like it is, and allow different pictures for different portals? --Gbaor 12:54, 19 March 2008 (UTC)
 * While no one responded, I changed the template, and in current version the portal.svg is the default picture. I think this way the template is easier to use, and also there won't be any problems in the future with using different pictures for the same portal. Any ideas are still welcomed. --Gbaor 05:13, 15 April 2008 (UTC)
 * Great. --McCormack 05:52, 15 April 2008 (UTC)
 * Suggestion: use the tag to add the page to the portal's category system. --McCormack 06:00, 15 April 2008 (UTC)

title: Template talk:Portal


text:
Assistant teacher course/Individual curriculum/Health care

Health care
A curriculum in health care can begin with an advanced course in first aid and study of human biology and medicine. The curriculum can connect to nutritional science and physical fitness. Older pupils can also take an internship with a health professional or qualify as a Certified Nursing Assistant or Healthcare Assistant.

The health mentoring course will also become useful as a resource for a health care curriculum.


text: Assistant teacher course/Individual curriculum/handout/Academic topics


text:
Assistant teacher course/Individual curriculum/handout/Leisure topics

—Democracy and Education, John Dewey


text:
Template:Page-break

Template code

Template usage
This template allows to generate page breaks for printing as described in http://www.w3.org/TR/REC-CSS2/page.html#page-breaks

The template requires a closing </div> or (which is the same but results in a cleaner syntax)

 * Warning: Apparently not all browsers or renderers implement all page break features or implement them correctly.

The template has three parameters: before, after and inside.

The before and after parameters accept the values "auto | always | avoid | left | right | inherit".

The inside parameter accepts only the values "avoid | auto | inherit"

title: Template:Page-break


text: Category:Page formatting

title: Category:Page formatting


text:
Talk:Study of Genesis/Creation

Table Spacing
hey, anyone notice how the spacing in the table of creation days is off a bit? (specifically days 1 & 3). Any idea how to fix that? --Opensourcejunkie 14:11, 19 March 2008 (UTC)

Yeah, I see that. No idea how to fix it though. Just thought this was an excuse to say hi ^^. --Saz909 22:26, 19 March 2008 (UTC)

^_^ --Opensourcejunkie 14:51, 20 March 2008 (UTC)

(responded on your talk page) --Opensourcejunkie 14:54, 20 March 2008 (UTC)

Maybe surrounding the content of each table cell with divs with heights set to 7em (i.e.
Day ...
)? Gigabyte 04:11, 5 August 2008 (UTC)

Silly me, the correct way would probably be to use the "vertical-align: top;" css property on the table rows (i.e.
). 76.206.30.233 00:09, 12 August 2008 (UTC)

Also, a wild theory about the creation account: http://www.ancient-hebrew.org/39_mayim.html Gigabyte 04:16, 5 August 2008 (UTC)

Bible Versions

 * It's occurred to me that when we quote bible references, we should also be saying the version of the bible we're using. I'm using the NIV over here, I don't know about anyone else. What's the general consensus on that? --Saz909 16:06, 20 March 2008 (UTC)

 * Back before there was more than one person (me :-) to have a consensus with, I came to consensus with myself and decided to use NKJV. Mostly it was because I'm a fan of KJV, and NKJV makes a good modern-day equivalent.

 * what I determined on the guidelines' page was that all scripture linking should be done to BibleGateway's NKJV version. However, as for what version to quote, I didn't place a ruling.  Since you and I are the only active members at the moment, if you and I can come to a consensus on the matter, we can put it up on the guidelines' page.  In fact, I'm gonna move this discussion over to that page. --Opensourcejunkie 01:42, 22 March 2008 (UTC)
 * I've contested that decision, etc., there. The Jade Knight 08:52, 25 March 2008 (UTC)

let me get this straight.. god made light on the first day.. but he made light ommiting objects (sun) on day 4??? that does not sound right.. what happenned on day 0? thats a question that ive been meaning to ask and find the answer for, for such a long time. plus.. where did god come from? what was he doing before all this?Sachee143 17:00, 5 October 2008 (UTC)
 * Really, this depends on who you are trying to ask: Wikiversity does not yet have a Religion Reference Desk, but what religion's perspective are you asking?  You seem to be interested in knowing what the Bible says, but the Bible does not necessarily provide explanations for its own words.  Have you read the Genesis account, to begin with?  The Jade Knight (d'viser) 18:06, 5 October 2008 (UTC)
 * Some religions do have answers to some of those questions, some do not; this is why it's important to know which religion you're asking. The Jade Knight (d'viser) 18:09, 5 October 2008 (UTC)

title: Talk:Study of Genesis/Creation


text:
Study of Genesis/Genesis as a Myth

Here is a bit from EJ that might be useful (Creation and Cosmogony in the Bible):

The two versions of the creation story have often been compared to Mesopotamian prototypes. The translation given above in Genesis 1:1ff. and 2:4bff., "when … then," is analogous to the introductory style of Mesopotamian epics. Tracing a theme to the creation of the universe is a feature also found in as trivial a work as the "Incantation to a Toothache" (Pritchard, Texts, 100–1), and in as major a composition as the Sumerian King List (ibid., 265–6), "history" commences with the dynasties before the Flood.

ENUMA ELISH For specific cosmogonic details the most important piece of Mesopotamian literature is the Babylonian epic story of creation, Enuma Elish (ibid., 60–72). Here, as in Genesis, the priority of water is taken for granted, i.e., the primeval chaos consisted of a watery abyss. The name for this watery abyss, part of which is personified by the goddess Tiamat, is the etymological equivalent of the Hebrew tehom (Gen. 1:2), a proper name that always appears in the Bible without the definite article. (It should be noted, however, that whereas "Tiamat" is the name of a primal generative force, tehom is merely a poetic term for a lifeless mass of water.) In both Genesis (1:6–7) and Enuma Elish (4:137–40) the creation of heaven and earth resulted from the separation of the waters by a firmament. The existence of day and night precedes the creation of the luminous bodies (Gen. 1:5, 8, 13, and 14ff.; Enuma Elish 1:38). The function of the luminaries is to yield light and regulate time (Gen. 1:14; Enuma Elish 5:12–13). Man is the final act of creation – in Enuma Elish, too, before his creation the gods are said to take counsel (Enuma Elish 6:4) – and following the creation of man there ensues divine rest. There is, furthermore, an identical sequence of events: creation of firmament, dry land, luminaries, man, and divine rest. Thus, it appears that at least the so-called P account echoes this earlier Mesopotamian story of creation.

Another reflection of very ancient traditions is found in Genesis 1:21. Since the entire story of creation refers onlyPage 275 | Top of Article to general categories of plant and animal life, not to any individual species, the specific mention of "the great sea monsters" alongside, and even before, "all the living creatures of every kind that move about, which the waters brought forth in swarms" is striking. It is most likely part of the biblical polemic against the polytheistic version of a primeval struggle between the creator god and a marine monster which was the personification of chaos (see below). In Genesis this story has been submerged and only appears in the demythologized reference to the sea monsters as being themselves created by God, not as rival gods.

The second creation story, too, has Near Eastern prototypes: The creation of man from the dust of the earth (Gen. 2:7) is analogous to the creation of man from clay, a motif often found in Mesopotamian literature, e.g., the Gilgamesh Epic; the Hebrew name of the underground flow, ’ed, that watered the Garden of Eden, is related to either a cognate Akkadian word edu or to the Sumerian word ÍD, "river"; and the creation of woman from a rib may reflect a Sumerian motif (see Kramer).

Nevertheless, the differences between the biblical and the Mesopotamian accounts are much more striking than their similarities; each of them embodies the world outlook of their respective civilizations. In Genesis there is a total rejection of all mythology. The overriding conception of a single, omnipotent, creator predominates. Cosmogony is not linked to theogony. The preexistence of God is assumed – it is not linked to the genesis of the universe. There is no suggestion of any primordial battle or internecine war which eventually led to the creation of the universe. The one God is above the whole of nature, which He Himself created by His own absolute will. The primeval water, earth, sky, and luminaries are not pictured as deities or as parts of disembodied deities, but are all parts of the manifold works of the Creator. Man, in turn, is not conceived of as an afterthought, as in Enuma Elish, but rather as the pinnacle of creation. Man is appointed ruler of the animal and vegetable kingdoms; he is not merely the menial of the gods (Enuma Elish). The story in Genesis, moreover, is nonpolitical: Unlike Enuma Elish, which is a monument to Marduk and to Babylon and its temple, Genesis makes no allusion to Israel, Jerusalem, or the Temple. Furthermore, the biblical story is non-cultic: unlike Enuma Elish, which was read on the fourth day of the Babylonian New Year festival, it plays no ritual role whatsoever in the religion of Israel.

(above content found at PiCo's Talk Page

title: Study of Genesis/Genesis as a Myth


text:
Maxwell's equations

Maxwell's equations
Maxwell's Equations, formulated around 1861 by James Clerk Maxwell, describe the interrelation between electric and magnetic fields. They were a synthesis of what was known at the time about electricity and magnetism, particularly building on the work of Michael Faraday, Charles-Augustin Coulomb, Andre-Marie Ampere, and others. These equations predicted the existence of Electromagnetic waves, giving them properties that were recognized to be properties of light, leading to the (correct) realization that light is an electromagnetic wave. Other forms of electromagnetic waves, such as radio waves, were not known at the time, but were subsequently demonstrated by Heinrich Hertz in 1888. These equations are considered to be among the most elegant edifices of mathematical physics.

Maxwell's equations serve many purposes and take many forms. On the one hand, they are used in the solution of actual real-world problems of electromagnetic fields and radiation. On the other hand, they are the subject of admiration for their elegance. There are many T-shirts, typically obtainable on college campuses, sporting various forms of these equations.

What follows is a survey of the various forms that these equations take, beginning with the most utilitarian and progressing to the most elegant. Which form you prefer depends on your scientific outlook, and perhaps your taste in T-shirts. The various $$\nabla \cdot \mathbf{E}$$ and $$\nabla \times \mathbf{E}$$ symbols appearing in some of the equations are the divergence and curl operators, respectively.

They are usually formulated as four equations (but later we will see some particularly elegant versions with only two), and the equations are usually expressed in differential form, that is, as Partial Differential Equations involving the divergence and curl operators. They can also be expressed with integrals.

They are often expressed in terms of four vector fields: E, B, D, and H, though the simpler forms use only E and B.

Maxwell's equations expressed in differential form
In these,
 * E denotes the electric field,
 * B denotes the magnetic field,
 * D denotes the electric displacement field, and
 * H denotes the magnetic field strength or auxiliary field.
 * J denotes the free current density, and
 * $$\rho$$ denotes the free electric charge density.

Dielectric polarizability, magnetic permeability, and speed of light
The use of separate D and H fields is sometimes helpful in engineering problems involving dielectric polarizability and magnetic permeability of the materials involved. But the more elegant "pure" form removes D and H through the equations:
 * $$\mathbf{D} = \varepsilon \mathbf{E}$$

 * $$\mathbf{H} = \mathbf{B} / \mu$$

where $$ \varepsilon = \varepsilon_r \varepsilon_0 \,$$ is the permittivity and $$ \mu = \mu_r \mu_0 \,$$ is the permeability, $$ \varepsilon_r \,$$ is the relative permittivity, $$ \mu_r \,$$ is the relative permeability, $$\varepsilon_0 \,$$ is the electric constant or the permittivity of the vacuum, $$\mu_0 \,$$ is the magnetic constant or the permeability of the vacuum.

The quantity $$\varepsilon \mu\,$$ has units of seconds squared per meter squared. So, letting
 * $$v = \frac{1}{\sqrt{\varepsilon \mu}}\,$$

we get $$ v\,$$ as a phase velocity in material. Laboratory measurements of $$\varepsilon\,$$ and $$\mu\,$$ obtain a value of about 3 $$\times$$ 108 meters per second, which is close to the speed of light. Careful mathematical analysis by Maxwell showed that these equations predict electromagnetic radiation at this speed.

Maxwell's equations in integral form
While the differential versions are often viewed as the "real" Maxwell equations, the integral form is generally the first to be encountered by students. The two forms can be shown to be equivalent to the differential forms through the use of the general Stokes%27 Theorem. The form known as Gauss's Theorem (k=3) takes care of the equations involving the divergence, and the form commonly known as just Stokes' Theorem (k=2) takes care of those involving the curl.

Coulomb's Law
The first equation is just Coulomb's law of electrostatics, manipulated very elegantly (as usual) by Faraday and Gauss. Coulomb's law simply says that the electric force between two charged particles acts in the direction of the line between them, is repelling if they have like charges and attracting if unlike, is proportional to the product of the charges, and is inversely proportional to the square of the distance between them:
 * $$F = \frac{q_1 q_2}{4 \pi \varepsilon\ d^2}$$

The constant that defines the strength of the electric force is $$4 \pi \varepsilon\,$$ in the denominator. In SI units, the charges is measured in Coulombs, the force in Newtons, the distance in Meters, $$ \varepsilon = \varepsilon_r \varepsilon_0 \,$$ and the value of $$\varepsilon_0 $$ is $$8.854 \times 10^{-12}$$ Coulombs2 per Newton meter2, or Farads per meter.

Michael Faraday reformulated the electric and magnetic forces in terms of fields. He proposed that each charge was creating an electric field (called E) that acted on the other charge. The field created by the charge q1, as observed at distance d, is
 * $$E = \frac{q_1}{4 \pi \varepsilon\ d^2}$$

and points directly outward from that charge, in all directions. The force felt by charge q2 is
 * $$F = q_2 E\,$$

Now consider a sphere of radius d with the charge at the center. If $$\rho$$ is the charge density in Coulombs per cubic meter (Maxwell's equations are in terms of densities), the total charge in some volume is the integral, over that volume, of $$\rho$$.

So we have
 * $$q = \int_V \rho\, \mathrm{d}V$$

Now the field at the surface of the sphere is
 * $$\frac{q_1}{4 \pi \varepsilon\ d^2}$$, or $$\frac{1}{4 \pi \varepsilon\ d^2} \int_V \rho\, \mathrm{d}V$$

That field is directly outward, perpendicular to the sphere's surface, and is uniform over the surface. The integral of the field over the surface is $$4 \pi d^2$$ times that (the surface area of the sphere is $$4 \pi d^2$$; this is why we have the pesky factor of $$4 \pi$$ in various formulas; remember that d is the distance, and hence is the sphere's radius, not its diameter), so
 * $$\int_V \frac{\rho}{\varepsilon}\, \mathrm{d}V = \oint_S \mathbf{E} \cdot \mathrm{d}\mathbf{A}$$

But, by Gauss's Theorem,
 * $$\oint_S \mathbf{E} \cdot \mathrm{d}\mathbf{A} = \int_V \nabla \cdot \mathbf{E}\ \mathrm{d}V$$

So
 * $$\int_V \nabla \cdot \mathbf{E}\ \mathrm{d}V = \int_V \frac{\rho}{\varepsilon}\, \mathrm{d}V$$

Since this is true for any volume, we have
 * $$\nabla \cdot \mathbf{E} = \frac{\rho}{\varepsilon}$$

Absence of Magnetic Monopoles
The second of the equations is just like the first, but for the magnetic field. The divergence of B must be the spatial density of magnetic monopoles. Since they have never been observed (though various Grand Unified Theories might allow for them), the value is zero.

This wasn't formulated initially in terms of monopoles, but was actually a statement that magnetic "lines of force" (the lines that intuitively describe the field) never end. They just circulate around various conductors carrying electric current. In contrast to this, lines of the electric field can be thought to "begin" and "end" on charged particles.

Faraday's Law
The third equation contains the result of Faraday's experiments with "electromagnetic induction"—a changing magnetic field creates an electric field, and that electric field circulates around the area experiencing the change in total magnetic flux. (Remember that the curl operator measures the extent to which a vector field runs in circles.) We won't go into the details of his experiments, except to note that he discovered that moving a coil of wire (a loop to pick up a circulating electric field) through a magnetic field (for example, by putting it on a shaft and turning it) led to the invention of electric generators, and hence made a major contribution to the industrialization of the world.

Biot-Savart Law
The Biot-Savart Law, which see, tells how electric current gives rise to a magnetic field. The form that is useful to us is "Ampere's circuital law", which says that, in the vicinity of an infinitely long straight wire carrying an electric current, the magnetic field goes in circles around the wire, following a right-hand rule. The field strength is:
 * $$B = \frac{\mu\ I}{2 \pi R}$$

Now consider the path integral of the magnetic field around a circle perpendicular to the wire, with radius R, and centered at the wire. The magnetic field is parallel to that path everywhere, and the path length is $$2 \pi R\,$$, so:
 * $$\oint_C \vec{B} \cdot \vec{dl} = 2 \pi R B = \mu I$$

Now, by Stokes' theorem, this path integral of the B field is the same as the surface integral of the curl of the B field:
 * $$\iint (\nabla \times \vec{B}) \cdot \vec{dA} = \oint_C \vec{B} \cdot \vec{dl} = \mu\ I = \iint \mu \vec{J} \cdot \vec{dA}$$

Where $$\vec{J}\,$$ is the current flow density, in amperes per square meter. The integral of $$\vec{J}\,$$ over any surface is just the total amount of current flowing across that surface. Since the contribution of current density to the magnetic field is linear, this formula must work for any surface, so we have:
 * $$\nabla \times \vec{B} = \mu \vec{J}$$

There is another term in the fourth of Maxwell's equations, called Maxwell's displacement current. This provides for a contribution to the magnetic field from a variation, in time, of the electric field. This phenomenon is hard to exhibit experimentally, and was added by Maxwell on theoretical grounds in order to satisfy charge conservation. So the final form is:
 * $$\nabla \times \vec{B} = \mu\ \vec{J} + \frac{1}{c^2} \frac{\partial \vec{E}} {\partial t}$$

Formulations in Relativity
Relativity provides a unification of the electric and magnetic fields into a second-rank tensor defined on four-dimensional spacetime. This is called the Faraday tensor, denoted $$F^{\alpha\beta}\,$$. In this formulation, Maxwell's equations are
 * $$F^{\alpha\beta}_{;\beta} = \mu J^\alpha\,$$

Where $$J^\alpha\,$$ is the relativistic "four-current density"—its spatial components are the usual current density $$\vec{J}\,$$, and its time component is the charge density $$\rho\,$$. The subscripted semicolon in the first equation is the "covariant gradient" of tensor calculus. The subscript with brackets in the second equation is the "antisymmetrizer".
 * $$F_{[\alpha\beta;\lambda]} = 0\,$$

In the language of Exterior Calculus, the equations can be rewritten even more compactly as:
 * $$\mathrm{d}\mathbf{F}=0$$

where d is exterior derivative operator, * is the Hodge star operator, and F is the Faraday tensor.
 * $$\mathrm{d}\ *\ \mathbf{F} = *\ \mathbf{J}$$

title: Maxwell's equations


text:
User talk:Someeoone

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 16:42, 19 March 2008 (UTC)

title: User talk:Someeoone


text:
User talk:Sabry~enwikiversity

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 16:48, 19 March 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Sabry. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Sabry~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 23:53, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:21, 19 April 2015 (UTC)

title: User talk:Sabry~enwikiversity


text:
User talk:Frzzlmom

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 16:59, 19 March 2008 (UTC)

title: User talk:Frzzlmom


text: Template:Welcome 0.5

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Wikiversity:Main Page/Introduction

Wikiversity is a Wikimedia Foundation project devoted to learning resources, learning projects, and research for use in all levels, types, and styles of education from pre-school to university, including professional training and informal learning. We invite teachers, students, and researchers to join us in creating open educational resources and collaborative learning communities. To learn more about Wikiversity, try a guided tour, learn about adding content, or start editing now.

title: Wikiversity:Main Page/Introduction


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Main Page/News

2024
 * May 13: Collaborative authoring using wiki: An open education case study published in the International Journal for Students as Partners
 * March 15: Using open wikis for teaching and learning presentation to the ASCILITE Learning Design Special Interest Group
 * January 5: The Real Good Religion course is now welcoming students seeking adventure

2023
 * December 25: The recently revised course on writing is now available
 * May 23: Students can now follow The Wise Path on Wikiversity
 * April 11: The course Collective decision making is now available as part of the Coming Together curriculum
 * January 1: Socialism is calling for high quality essays

title: Main Page/News


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Wikiversity:Main Page/Community

Start editing, join the discussion (on the colloquium) and become part of the Wikiversity community! For real-time advice or assistance, you can join our Wikiversity's IRC channel, or our mailing list, or add learner questions on our help desk. The community portal is a listing of notices, projects, activities, guidelines and resources, and learn more about us through the history of Wikiversity.

title: Wikiversity:Main Page/Community


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Wikiversity:Main Page/Development

At Wikiversity we are committed both to conventional learning patterns and resources, and to innovation and experimentation. Wikiversity is open to reconceptualising how web education can occur and how open educational resources can be made, and we are open to new ideas about the use of the Mediawiki environment for learning and research. Check out and help develop our learning projects and how learning works on Wikiversity, see how Wikiversity can help you, and explore how to get involved and start adding content.

title: Wikiversity:Main Page/Development


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Wikiversity:Main Page/Wikimedia projects

Wikiversity is hosted by the Wikimedia Foundation, a non-profit organization that also hosts a range of other multilingual and free-content projects:

Wikipedia Free-content encyclopedia

Wikibooks Free textbooks and manuals

Commons Shared media repository

Wiktionary Dictionary and thesaurus

Wikiquote Collection of quotations

Wikinews Free-content news

Wikispecies Directory of species

Wikisource Free-content library

Wikivoyage Open travel guide

Meta-Wiki Wikimedia project coordination

MediaWiki Free software development

Wikidata Free knowledge base

Wikiversity is also available in other languages: Deutsch • Français • Русский • 中文 • Italiano • Čeština • Português • Español • العربية • Svenska • Slovenščina • Suomi • Ελληνικά • हिन्दी • 한국어 • 日本語 • Other


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Instructional design/User testing of e-learning courses/Review Evaluation Plan

Back to Topic: Instructional Design > User Testing of E-Learning Courses

Overview
It’s Saturday morning and you’re thinking of adding a deck to the back of the house. You buy the wood, hammer, screws, and deck sealant. You’re ready to go, right? There’s one important part of building this deck that’s been overlooked, the plans. The plans tell you exactly how to put the deck together.

The same is true for conducting a user test. A plan helps direct the purpose of the test, outlines tools needed to conduct the test, and determine if the testing goal was accomplished. If you conduct a user test before putting a plan together, you won’t know such things as the intended outcomes of the testing, the correct data-gathering techniques to use, or if the test results are useful.

Morrison, Ross, and Kemp (2004) identify eight sections to an evaluation plan. This lesson reviews these sections in more detail and provides a completed e-learning evaluation plan that will be used in the next lesson, Conducting User Testing to conduct a user test on an existing Wikiversity page.

Objectives
Upon completion of this lesson, you will be able to:
 * Identify the elements of an evaluation test plan
 * Write a user test evaluation plan for an e-learning lesson

Lesson Topics
To go to a topic, click its title below:
 * 1) Elements of an Evaluation Plan
 * 2) E-learning User Test Plan
 * 3) Check Your Knowledge 2

Back to Topic: Instructional Design > User Testing of E-Learning Courses


text: Wikiversity:Main Page 0.5

title: Wikiversity:Main Page 0.5


text: User talk:KTC

title: User talk:KTC


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title: Wikiversity:Main Page/Feature


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Instructional design/User testing of e-learning courses/Elements of an Evaluation Plan

Back to Topic: Instructional Design > User Testing of E-Learning Courses > Review Evaluation Plan

Before beginning any formative evaluation, a test plan needs to be developed. Morrison, Ross, and Kemp (2004) identify eight elements to every plan that are modified for each evaluation. These elements direct the testing for all instructional mediums, such as e-learning, classroom, and printed material.

The Plan in Review
The eight elements to any evaluation plan are:

1. Purpose

Why is the evaluation being conducted? First, ask yourself if the evaluation is necessary. If so, then what is the evaluation’s purpose: a.) to improve the material? b.) to determine time requirements? c.) to satisfy administrative requirements?

2. Audience

Who are the target recipients of the evaluation results? The audience will determine the type of information collected and reported.

3. Issues

What are the major questions/objectives of the evaluation? This sets the stage for the evaluation. These determine what data collection instruments and analysis are needed to provide answers to the questions/objectives that have been determined.

4. Resources

What resources will be needed to conduct the evaluation? Resources differ between objectives. They can include SMEs, students, data collection instruments, equipment, etc.

5. Evidence

What type of data or information will be needed to answer the evaluation questions? Give careful consideration to the type of evidence needed to answer the questions/objectives under the issues section. Consider such things as sample size, realism of exercise, participant objectivity, etc.

6. Data-gathering Techniques

What methods are needed to collect the evidence needed? Use multiple techniques to increase the validity of the results. Some examples are observation, questionnaires, interviews, and performance tests.

7. Analysis

How will the evidence collected be analyzed? Use descriptive analysis in the report and address the issues/objectives in a straightforward manner. Traditionally, frequency distributions and graphs/histograms have been used. Today, descriptive statistics and actual tester comments are frequently used as analysis procedures.

8. Reporting

How, to whom, and when will the results of the evaluation be reported? An evaluation report is distributed to the identified audience. The main report headings are: executive summary, purpose of evaluation, methodology, results, and conclusions and recommendations.

Now that you know the elements of an evaluation plan and the specific types of content, you're ready to move to the next topic, a completed user test plan. These elements have been tailored into a test plan that will be used to guide the testing of a Wikiversity page that will be performed in the next lesson.

Back to Topic: Instructional Design > User Testing of E-Learning Courses > Review Evaluation Plan


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Category:Wikiversity soft redirects

This category lists pages using the softredirect template for interwiki linking.

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Wikiversity talk:Main Page 0.5

I reduced the height of the top bar some. It seemed to me that doing so may give more emphasis to the content down the page. On the other hand, I scaled the logo so it is a tad distorted, and this may be undesirable. This could be worked around by moving the logo, just using the current undistorted logo with the regular proportions and making it smaller, or keeping the header the way it was. --Remi 17:48, 19 March 2008 (UTC)

Simplify
I think that this page is still too text-heavy, or at least too cluttered. I would prefer simple, clear language; a few well-chosen and relatively intuitive links (over loads of confusing ones); and a means of exploring and getting started. I'd also prefer if the boxes could match up instead of cutting off over/below others. That's my very brief comments for now - more when I've caught up properly! Cormaggio talk 16:32, 1 April 2008 (UTC)
 * Could you offer some suggestions for the text? The "welcome" box has already been shortened quite a lot. Should I aim for something even shorter? Perhaps you could draft an alternative for the development box? --McCormack 17:06, 1 April 2008 (UTC)
 * Layout: I've experimented with some fixed height boxes - seems to work under IE7. It's rather experimental and may not convert well between different screen sizes - but what do you think? --McCormack 17:17, 1 April 2008 (UTC)
 * Yes, I'm sorry for just dumping a general critique and not actually being bold! I'll have a go on the text, but overall, I think it would be better to have more graphical and/or intuitive elements to give an immediate impression of what Wikiversity is, rather than having to read a clump of text spread out over a wide box. The current layout is better; we just need the content to fill the spaces now! I would also suggest the middle column should be devoted to "getting involved/orientated", rather than more specific project details, which you have covered in the left hand side. Cormaggio talk 09:00, 2 April 2008 (UTC)
 * Some editing done - I've removed the "worldwide, multilingual" part with the intention of having a "Wikiversity in other languages" (or "..around the world") section below. Btw, (in Safari, but not Camino), the development and community boxes are now being overlaid on the sister project box - dunno why that is... Cormaggio talk 09:30, 2 April 2008 (UTC)
 * On "filling the spaces": technically, this is impossible, as on different screen sizes the boxes will have different width and height, and therefore different volume. If you write text to fill the box on your screen, on somebody else's screen the box will have too much content (and will then push out the alignment), while on a 3rd person's screen there will still be space left to fill. What I've done is to experiment with some "minimum heights". If we then tolerate empty space inside the boxes on most screens, it will ensure that the alignment also remains precise for most screens. It's a trade-off - better alignment at the cost of empty space inside the boxes rather than below them. --McCormack 09:46, 2 April 2008 (UTC)
 * BTW, I found your earlier choice of colours excellent! The current default scheme is called "Variation on Cormaggio", with the tan and mauve exchanged (left/right --> right/left). --McCormack 09:50, 2 April 2008 (UTC)
 * "Variations on Cormaggio" - sounds quite classical! ;-) Oh yes, white space is necessary - I think we need to manage it gracefully (though the lower boxes are still broken in Safari). I've hacked away at some of the text, and added some sample content in the "project" box (which I've focused on "getting ionvolved"). Cormaggio talk 15:30, 2 April 2008 (UTC)

Screenshot
I'm adding a screenshot showing how it appears for me (Safari, Mac, screen resolution: 1024x768). Is there still no way of making the sections somewhat more harmonious? Is there meant to be a space under "More featured projects"? (This seems to be pushing the "community" section lower than it needs to be - and out of line with other 'second-row' sections.) Fwiw, I know from my (limited) web design experience that 'tables within tables' is one way of keeping boxes aligning with each other... Cormaggio talk 12:22, 21 April 2008 (UTC)

title: Wikiversity talk:Main Page 0.5


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Instructional design/User testing of e-learning courses/Conducting User Testing

Back to Topic: Instructional Design > User Testing of E-Learning Courses

Overview
User testing of an e-learning course can be completed in many ways, such as:
 * using virtual synchronous web technology and communication tools where the observer watches the tester as he/she completes the instruction;
 * having the observer in the same room as the tester, taking notes as he/she watches the tester go through the course and listen to him/her talk out loud; and
 * self-paced where the tester is provided evaluation materials, access to the course, letting them proceed on their own without an observer present.

User testing is best performed with an observer, but not every company/school has the resources for a virtual synchronous web evaluation or an observer sitting next to the evaluator.

To assist you in testing, this lesson presents tips to successful e-learning evaluations and the steps to performing a user test. After you've completed this lesson, you'll participate in an activity performing a user test in a selected Wikiversity page.

Objectives
Upon completion of this lesson, you will be able to:
 * List the steps for conducting a user test
 * Conduct a user test on an e-learning course

Lesson Topics
To go to a topic, click its title below:
 * 1) Steps of User Testing
 * 2) Evaluation Tips
 * 3) Check Your Knowledge 3

Back to Topic: Instructional Design > User Testing of E-Learning Courses


text:
Completed Evaluation Plan

Back to Topic: Instructional Design > User Testing of E-Learning Courses > Review Evaluation Plan

Overview
One of the key objectives of this module is to be able to perform a user evaluation. Before one can perform the evaluation, a test plan needs to be developed. The follwoing plan will direct the user testing so the evaluator knows what to expect, the evaluation methods used, and the results will be applicable to user testing.

Here's the e-learning test plan that will be used to guide the user testing in the next lesson.

E-Learning User Test Plan

 * Purpose

User testing is a field trial that tests the course's usability and attitudes of the course. This is performed when the course is released in a real setting to users in the target audience. These users will report any problems they encounter using the course. User testing is also used to evaluate the changes made as a result of the "alpha" testing, small group trials where course material and instructional objectives were tested.

 * Audience

The target audience are those who visit the "Wikiversity" website on the internet. As stated on this website, Wikiversity is a free, open, and collaborative resource that "hosts and develops free learning materials for all age groups." Although "everyone" will be able to partake in the instruction, the targeted learners are persons relatively new to the concepts and procedures of instructional design. The typical learner will be someone who has some experience in education/training and is pursuing additional skills as an instructional designer.

 * Issues

The objective of user testing is to test the usability and attitute of the evaluator. The following issues regarding the user testing in this module are:

 * 1) Wiki Content: As noted earlier, this is an open forum, the content of the selected wiki page for this module may change over time.
 * 2) Time Constraints: The evaluator will have a limited amount of time to test the internal wiki page.
 * 3) Grading: The evaluation will not be graded. The evaluator will be able to compare his/her results with a completed evaluation that was performed for comparison.

 * Resources

The following resources will be needed to conduct a user test on the wiki page:

 * 1) Members of the target audience;
 * 2) Access to the wiki page; and
 * 3) Evaluation tools: course evaluation document and attitude evaluation sheet

 * Evidence

The evidence collected will be the completed knowledge checks within this module.

 * Data-gathering Techniques

The evidence for user testing would normally be connoisseur-based studies consisting of completed course and attitude evaluations completed by the evaluators in the target audience. In the case of this module, the evidence will be the learner's comparison of their completed evaluations to a pre-completed evaluation conducted by the compilation of user testing by the designers of this module.

Additional evidence will be collected through the knowledge checks within this module.

 * Analysis

How will the evidence collected be analyzed? Use descriptive analysis in the report and address the issues/objectives in a straightforward manner. Frequency distributions, graphs/histograms, descriptive statistics and actual tester comments are frequently used analysis procedures.

 * Reporting

How, to whom, and when will the results of the evaluation be reported? An evaluation report is distributed to the audience identified in step 2. The main report headings are: executive summary, purpose of evaluation, methodology, results, and conclusions and recommendations.

title: Completed Evaluation Plan


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'This page has been protected for good reason! If you are a custodian editing this page, please read the talk page first! Thank you.'

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Theme 1: Tan (default)
This code:  Test content using a default box produces this box:

 Test content using a default box

Theme 2: Mid green
This code:  Test content using a default box with theme=2 produces this box:

 Test content using a default box with theme=2

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Biot-Savart Law

The Biot–Savart law is named after Jean-Baptiste Biot and Félix Savart is an equation describing the magnetic field generated by an electric current who discovered this relationship in 1820. It relates the magnetic field to the magnitude, direction, length, and proximity of the electric current.

Electric currents (along closed curve)
The Biot–Savart law is used for computing the resultant magnetic field B at position r generated by a steady current I (for example due to a wire): a continual flow of charges which is constant in time and the charge neither accumulates nor depletes at any point. The law is a physical example of a line integral, being evaluated over the path C in which the electric currents flow. The equation in SI units is

where $$d\mathbf{l}$$ is a vector whose magnitude is the length of the differential element of the wire in the direction of conventional current, $$\mathbf{r'} = \mathbf{r} - \mathbf{l}$$, the full displacement vector from the wire element ($$\mathbf{l}$$) to the point at which the field is being computed ($$\mathbf{r}$$), and μ0 is the magnetic constant. Alternatively:

 * $$ \mathbf{B}(\mathbf{r}) = \frac{\mu_0}{4\pi}\int_C \frac{I d\mathbf l\times\mathbf{\hat r'}}{|\mathbf{r'}|^2}$$

where $$\mathbf{\hat r'}$$ is the unit vector of $$\mathbf{r'}$$. The symbols in boldface denote vector quantities.

The integral is usually around a closed curve, since electric currents can only flow around closed paths. An infinitely long wire (as used in the definition of the SI unit of electric current - the Ampere) is a counter-example.

To apply the equation, the point in space where the magnetic field is to be calculated is arbitrarily chosen ($$\mathbf r$$). Holding that point fixed, the line integral over the path of the electric currents is calculated to find the total magnetic field at that point. The application of this law implicitly relies on the superposition principle for magnetic fields, i.e. the fact that the magnetic field is a vector sum of the field created by each infinitesimal section of the wire individually.

There is also a 2D version of the Biot-Savart equation, used when the sources are invariant in one direction. In general, the current need not flow only in a plane normal to the invariant direction and it is given by $$\mathbf{J}$$. The resulting formula is:
 * $$ \mathbf{B}(\mathbf{r}) = \frac{\mu_0}{2\pi}\int_C \ \frac{(\mathbf J\, dl)\times\mathbf r'}{|\mathbf r'|} = \frac{\mu_0}{2\pi}\int_C \ (\mathbf J\, dl)\times\mathbf{\hat r'} $$

Electric currents (throughout conductor volume)
The formulations given above work well when the current can be approximated as running through an infinitely-narrow wire. If the conductor has some thickness, the proper formulation of the Biot–Savart law (again in SI units) is:

or, alternatively:

 * $$ \mathbf B (\mathbf r) = \frac{\mu_0}{4\pi}\iiint_V \ \frac{(\mathbf J\,dV)\times\mathbf{\hat r'}}{|\mathbf r'|^2} $$

where $$dV$$ is the volume element and $$\mathbf{J}$$ is the current density vector in that volume (in SI in units of A/m2).

The Biot–Savart law is fundamental to magnetostatics, playing a similar role to Coulomb's law in electrostatics. When magnetostatics does not apply, the Biot–Savart law should be replaced by Jefimenko's equations.

Constant uniform current
In the special case of a steady constant current I, the magnetic field $$\mathbf{B}$$ is

 * $$ \mathbf{B}(\mathbf{r}) = \frac{\mu_0}{4\pi} I \int_C \frac{d\mathbf l \times \mathbf{\hat r'}}{|\mathbf{r'}|^2}$$

i.e. the current can be taken out of the integral.

Point charge at constant velocity
In the case of a point charged particle q moving at a constant velocity v, Maxwell's equations give the following expression for the electric field and magnetic field:
 * $$ \mathbf{E} = \frac{q}{4\pi \epsilon_0} \frac{1-v^2/c^2}{(1-v^2\sin^2\theta/c^2)^{3/2}}\frac{\mathbf{\hat r'}}{|\mathbf r'|^2}$$
 * $$ \mathbf{B} = \frac{1}{c^2} \mathbf{v} \times \mathbf{E} $$

where $$\mathbf \hat r'$$ is the unit vector pointing from the current (non-retarded) position of the particle to the point at which the field is being measured, and θ is the angle between $$\mathbf v$$ and $$\mathbf r'$$.

When v2 ≪ c2, the electric field and magnetic field can be approximated as
 * $$ \mathbf{E} =\frac{q}{4\pi\epsilon_0}\ \frac{\mathbf{\hat r'}}{|\mathbf r'|^2} $$
 * $$ \mathbf{B} =\frac{\mu_0 q}{4\pi} \mathbf{v} \times \frac{\mathbf{\hat r'}}{|\mathbf r'|^2} $$

These equations are called the "Biot–Savart law for a point charge" due to its closely analogous form to the "standard" Biot–Savart law given previously. These equations were first derived by Oliver Heaviside in 1888.

title: Biot-Savart Law


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User:SRego

I teach Design for the Environment, a course that helps mechanical engineering students to be aware of the life-cycle impacts of new products and processes.

See Design for the Environment.

title: User:SRego


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Talk:The Art of Computer Programming/Algorithms

copyvio? --Remi 18:46, 19 March 2008 (UTC)