text:
Template talk:LiquidThreads

What are LiquidThreads?
LiquidThreads are talk page templates that allow conversations to continue across contexts. The idea is to maintain continuity for Schools, Divisions from course and lesson content development groups, while providing a link to the community-wide centralized discussion area (Colloquium).

how to use?
I think we need a tutorial that maybe shows some examples of how this is used. --mikeu talk 15:15, 7 July 2009 (UTC)
 * There. I added some documentation. There hasn't been much discussion about implementation of liquidThreads yet, so much more development and integration can be done. Since this is going to be a MediaWiki extension, we should stay tuned to liquidThreads. • CQ 18:55, 7 July 2009 (UTC)
 * Thanks, I'll give it a try. BTW, we can probably test the extension on our Sandbox Server.  --mikeu talk 19:28, 7 July 2009 (UTC)

links in template
I tried a test at User talk:Mu301/LiquidThreads. I don't understand why the template has links like these: Forum, Source: and Current:. For example, what does Schools have to do with Source:? --mikeu talk 19:49, 7 July 2009 (UTC)
 * Oh...The extra linkage was put in assuming that Wikiversity was a top-down organization with a Colloquium of Schools talking about Topics using Naming conventions while creating learning resources. I had it all out of wack, mostly because I was working alone pretty much. CQ 23:57, 7 July 2009 (UTC)
 * There. I unlinked the Forum, source, destination, and current labels. CQ 01:03, 30 August 2009 (UTC)
 * I don't really understand what the source and destination actually means. Taking Wikiversity talk:Welcome log/2009/09 as an example, why is the source Welcome log/2009 and the destination Welcome log? Thanks. Adambro 21:31, 5 September 2009 (UTC)

title: Template talk:LiquidThreads


text: File:Webstandards.jpg

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

title: File:Webstandards.jpg


text: File:Computerfault.jpg

title: File:Computerfault.jpg


text:
Template:Template doc page viewed directly

Ver: Org: Commons, IWTG perams adusts, (mn) Fra nkB 18:44, 12 February 2007 (UTC)

 * See Wikipedia:Template doc page pattern for how this template is used.
 * See also the companion template Template doc page transcluded
 * And Interwiki doc page pattern


text: File:Tools.jpg

title: File:Tools.jpg


text:
Template:CAT

Category:

 * Creates a display link to the specified category. :e.g. --->

Examples: 1. 2. 3.

title: Template:CAT


text:
Topic talk:Natural language processing

Well, this field I know about. But don't know how to begin. So, if anybody have questions we can start... --Jorge 21:58, 1 February 2007 (UTC)

I've been working over at Wikipedia for a while, so I don't know how things work here. Is this an open forum discussion? Rhmccullough 10:56, 28 June 2008 (UTC)

title: Topic talk:Natural language processing


text: Talk:GNU Image Manipulation Program

title: Talk:GNU Image Manipulation Program


text:
User talk:Larry~enwikiversity

Welcome to Wikiversity
Hi and welcome to Wikiversity - I hope you will enjoy your experiance here. I see you found out Colloquium already. I answered you there, but did want to point out we're still in the midst of getting organized, so unless something has been posted already, there is no timelines to develop content. In other words, we could have someone add it tomorrow, or next year. What I do find stimulates things is if you take the first step. Do some research and post it as a content page, and then post a request for review in the appropriate school section. You'll be surprised what can come out of the woodwork that way. Remember -- Wikiversity is a two way learning street. Enjoy! Historybuff 12:50, 2 February 2007 (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 Larry. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Larry~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:42, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:14, 19 April 2015 (UTC)

title: User talk:Larry~enwikiversity


text: User talk:Mcleodm

title: User talk:Mcleodm


text:
User:JWSchmidt/Protection

The following pages are protected because they have been repeated targets for vandals. The first class of such pages are subpages of the main page:

Templates for portals
Template:/box-header, Template:/box-footer, etc. These templates are sometimes mistakenly created.

Note: If you are trying to create a new portal page by following instructions at Make a portal or Template talk:Box portal skeleton, STOP. Check to see if you are trying to start your new portal page in the correct way. In particular, do NOT click on the links at these two pages: Template:Box portal skeleton and Template:Tabbed portal. Look at the instructions for starting a new portal page. You should first create a new page for your new portal and use either or   to start your new portal page. Then start clicking on the links that are on your new page. Those links will not lead to this page. If you need help creating a new page contact User:JWSchmidt.

Special
Manually blocked:
 * Main page

Main page subpages
For some reason, cascading protection seems to be impossible now. Manually blocked:
 * Main Page/Communications and community
 * Main Page/Content
 * Main Page/Related links
 * Main Page/Welcome
 * Template:MainPage/Style2
 * Template:MainPage/SubBox2
 * Template:MainPage/SubBox3

title: User:JWSchmidt/Protection


text:
User talk:Sharkey134~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Sharkey134. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Sharkey134~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 23:59, 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) 06:22, 19 April 2015 (UTC)

title: User talk:Sharkey134~enwikiversity


text:
Portal:Learning Materialsnew/Related portals

Find additional learning materials at these protals: Humanities · Physical Sciences · Life Sciences · Practical Arts and Sciences · Mathematics · Engineering and Technology · Interdisciplinary Studies · Social Sciences · Education · Media · Professions · Learning Projects · Learning Materials · Other portals


text:
Portal:Learning Materialsnew/Selected biography

Hunter-gatherers
 * Main article: Hunter-gatherers project

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

Wikiversity hunter-gatherers can take on ambassadorial functions and participate in Wikiversity projects that seek to establish collaborations between Wikiversity participants and outside educators (see outreach. These collaborations can involve the development of new learning materials for use either in the wiki user environment or outside of Wikiversity.


text:
Portal:Learning Materialsnew/Featured learning resource

Creation of learning materials One goal of Wikiversity is to catalog learning resources and integrate them into the Wikiversity learning system. This can involve both learning materials that exist at other websites and new learning materials that are created at Wikiversity.
 * Interactive learning resources developed for Wikiversity.
 * Creating a lesson plan


text:
Portal:Learning Materialsnew/Learning Materialsnew topics

 * Learning materials - general discussion of Wikiversity learning materials.
 * Portal:Learning Projects - other types of learning projects
 * List of websites at the Wikibooks "Blended Learning" textbook.
 * Research collaboration


text:
Portal:Learning Materialsnew/WikiProjects

 * Topic:Learning Objects
 * Topic:Web Radio
 * Topic:Internet Audio and Video


text:
User:Sharkey134~enwikiversity

Sharkey134 (/ʃɑ:(r).кɪ//wʊn//ʘɹɪ/fəəʊ/)

That's me.

I'm not the most experienced or best at editing. But I try to keep it entertaining.

Rugadh agus tógadh i Bhaile Átha Cliath, ait ina bhfuil mé fos i mo gconai.

Níl eolas iontach agam sa Ghaeilge ach, is feidir liom rá aon rud a mhaith liom rá gan morán deacreacht. Mi español es muy básico. Necesito mucho trabajo antes yo puedo conversar competentemente. Mon français aussi est très mauvais, mais je étudie. I don't know how many grammatical or spelling errors I did there, but I hope you understand the I am most competent in English. Ní feidir liom scriobh sa Scots-Gaelic ach, mar go bhifuil an Ghaeilge agus í fein cosuil, níl morán deacracht agam í a léamh. Sin an fhádh a chuir mé síos ansan í.

--Sharkey134 17:56, 2 February 2007 (UTC)

title: User:Sharkey134~enwikiversity


text:
Portal:Learning Materialsnew/Selected picture

Video tutorial. A short (2 minutes long) movie for new wiki users, showing how to edit a wiki page. The movie is available in two formats:
 * 1) a QuickTime version (QuickTime info)
 * 2) an (Help with Ogg video file play).


text:
Historical Introduction to Philosophy/Nietzsche Scratch Page

Historical Introduction to Philosophy/General Introduction

This is my Scratch Page for Nietzsche. User:MaryCordova

So far I've not read a lot (anything) about Nietzsche's ideas. What I have come across so far is that Nietzsche was somewhat of a poet and many philosophers (especially Plato via Socrates) did not care for poets whatsoever. Because of Nietzsche's style it has taken a long time for his ideas (whatever they are) to be accepted as philosophical. I have just started to get into some ideas about form and content (or meaning) being separate entities when it comes to philosophical writing and discourse. Some feel that form and meaning can be divorced from each other while others feel that the proper weight given to form can provide insight for the content.

I have decided to pause in my reading of this particular book in order to read some biographical information on Nietzsche. I think it would also be beneficial to me to read some general overview of Nietzsche's work before I am capable of analyzing his form and content. Only then will I be prepared to make a decision on the form/content issue.

I was somewhat surprised at how much poetry was degraded and art in general considered worthless by early philosophers (according to the book I have been reading anyway). It is generally considered that "all work and no play makes jack a dull boy".

So, I have read the introductions to several books now (no content). There is an idea that I would like to present in my presentation. That is that because of Niet style and the difficulty in picking out his thought many groups all along the fanatical spectrum have been able to 'mold' Niet to their purposes. This in seen in the Nazis use of Niet writings as well as the use by the author of "Niet and Christianity" to argue Niet support of Christianity (which I have not yet ruled out). "An anthologist can easily re-create Niet in his own image, even as writiers of the lives of Jesus... Niet has attracted crackpots and villains, but perhaps the percentage is no higher than in the case of Jesus". (Portable Niet p1-2)

One of the interesting things about Niet as an author is that each of his works is an extension of the earlier ones. They can of course be read alone but to grasp the full meaning of his body of work they should be viewed collectively. This is something that seems to be, if not rare, certainly not the norm.

I was thinking today of how things generally seem to be either Platonic in origin or Aristotelian in conjuntion with the mind/body problem. I was thinking that I describe myself as a linear/empirical type of thinker. I was wondering if the reason that every time a Platonic theory makes a splash somebody comes back with an Aristotelian view has not so much to do with whether one is right and the other wrong but that maybe the ideas one subscribes too are impacted by the way their physiological brain works. I hate Platonic Forms and Rationalism. I am almost OCD when it comes to orderliness and organization which are essentially Aristotelian categories.

Back to Niet. It is interesting to note that in Niets period the term genius was fairly innovative. Genius was said to be a quality where one not only expanded current thought but actaully broke the bounds and crated new thought. A genius was a person who could actually create their own world rather than conform to what the world told them was real. Genius was seen as innate and usually associated with creative people. Niet was not exceptionally gifted. He was not what we would now call a prodigy. In his subconscious quest for a father figure he latched on to 2 known genius contemporaries: Goethe and Wagner. Consciously striving to pattern his life after theirs niet actually made himself into a genius. This took an exceptional drive and work ethic.

interestingly, i now know, having watched a documentary on heavy metal, that wagner is pronounced vagner.

Mary Cordova Re: Friedrich Wilhelm Nietzsche

BIOGRAPHY: Friedrich Wilhelm Nietzsche was born in 1844 on the birthday of King Friedrich Wilhelm, for w2hom the child was named. Nietzsche’s parents were Karl and Franziska Nietzsche. Nietzsche’s father, as well as both of his grandfathers, was Lutheran Pastors. In fact, more than 20% of Nietzsche’s male ancestors were in the ministry. It seems that, from the moment of Nietzsche’s birth, his future was predetermined. However, Nietzsche’s father died when Nietzsche was only 5 and it may be that this is what allowed Nietzsche to stray from the theological path.

Nietzsche grew up the only male in a house full of women. In constant search of a male role model Nietzsche latched on to the ideology of the ‘genius’. Nietzsche was exposed to the works of men like Byron, Goethe, Mozart, Schiller, and Rousseau. Most important to Nietzsche were two men; Schopenhauer and Wagner.

Schopenhauer is the thinker to which Nietzsche would become first a disciple and then an antagonist, and, although we consider Nietzsche an intellectual, his second biggest influence is the composer Wagner. Nietzsche was a person of many interests and he was long in finding himself. Throughout his education he led a double life; that of the academic publicly and of the artist privately. It is not until Nietzsche’s debut as a philosopher that he was able to synthesize his seemingly paradoxical natures.

In 1869 Nietzsche was appointed Professor of Philology in the Swiss city-state of Basel. He was 23. Nietzsche, however, was not terribly excited. Even before this appointment Nietzsche had begun to loathe the austerity under which Philology was practiced. Nietzsche’s first work, The Birth of Tragedy Out of the Spirit of Music published in 1872, brings together all the disparate pieces of Nietzsche’s character. It is an artfully philosophic piece whose subject matter is Ancient Greece and yet it contains a scathing rebuke of Philology. This is the beginning of “Nietzsche”.

LIST OF WORKS: This list is incomplete but should be sufficient for all but the disciple of Nietzsche. 1. The Birth of Tragedy, 1872 2. The Untimely Meditations, 1873-6 3. Human, All Too Human, 1878 4. The Dawn, 1881 5. The Gay Science, 1882, 1887 6. Thus Spoke Zarathustra, 1883-5 7. Beyond Good and Evil, 1886 8. On the Genealogy of Morals, 1887 9. The Case of Wagner, 1888 10. Twilight of the Idols, 1888 11. The Antichrist, 1888 12. Ecce Homo, 1888 13. Nietzsche contra Wagner, 1888 14. The Will to Power and Other Posthumous Collections

INFLUENCES: As mentioned before, Nietzsche’s biggest influences were men of genius, particularly Schopenhauer and Wagner. Nietzsche himself came to be thought of as a genius and influenced the minds of blah, blah, blah.

PHILOSOPHICAL (IN)FAMY: 1. God is dead. 2. The Music Practicing Socrates/Socrates as Villain of Western Civilization 3. Inspiring the Nazis 4.

SYNOPSIS OF THOUGHT: "Philosophical systems are wholly true only for their founders.  For all subsequent philosophers they usually seem one great mistake..."

The Birth of Tragedy: Nietzsche's first work and an expression of contempt for his profession. As a philologist, one who studies the past for the sake of the past, Nietzsche's study of historical Greek tragedy to emphasize contemporary problems and then propose a soultion was seen as a mockery of his profession. It is also indicative of his constant inability to conform to, or choose just, one path.


text:
Portal:Learning Materialsnew/Categories

 * Types of educational media
 * Audio
 * Media Projects
 * Webcasts
 * Internet Audio and Video

title: Portal:Learning Materialsnew/Categories


text:
Portal:Learning Materialsnew/Quotes

"Education that consists in learning things and not the meaning of them is feeding upon the husks and not the corn." - Mark Twain

title: Portal:Learning Materialsnew/Quotes


text:
Template:Learning Materialsnew/Did you know

Wikiversity uses OGG audio, not mp3 files. See: Help:Media Files.


text:
Portal:Learning Materialsnew/Learning Materialsnew news

"No Longer Free to Choose" by Michael W. Brandl "instructors and colleges are demanding more 'freebies' from publishers, such as PowerPoint slides, computerized test banks, videos and class management programs. All of these items force up the price of textbooks"


text: Portal:Learning Materials/box-header

title: Portal:Learning Materials/box-header


text: Portal:Learning Materials/box-footer

title: Portal:Learning Materials/box-footer


text:
Portal:Learning Materials/Intro

Welcome to the Learning Materials Portal.

Part of the Wikiversity mission is to provide a collection of learning materials and links to online learning resources. Some Wikiversity participants are devoted to these tasks.

Wikiversity is not a platform for commercial enterprises to advertise education-related products. Wikiversity is devoted to free education. Wikiversity provides server space for public domain and copy-left learning materials. Wikiversity provides links to online learning resources that are available for free to students and teachers. Wikiversity also evaluates and links to learning materials that are made available at low cost as part of the Libre software movement.

title: Portal:Learning Materials/Intro


text:
Portal:Learning Materials/Featured learning resource

Creation of learning materials One goal of Wikiversity is to catalog learning resources and integrate them into the Wikiversity learning system. This can involve both learning materials that exist at other websites and new learning materials that are created at Wikiversity.
 * Interactive learning resources developed for Wikiversity.
 * Creating a lesson plan


text:
Portal:Learning Materials/Related portals

Find additional learning materials at these portals: Humanities · Physical Sciences · Life Sciences · Practical Arts and Sciences · Mathematics · Engineering and Technology · Interdisciplinary Studies · Social Sciences · Education · Media · Professions · Learning Projects · Learning Materials · Other portals


text:
Template:Learning Materials/Selected picture

Video tutorial. A short (2 minutes long) movie for new wiki users, showing how to edit a wiki page. The movie is available in two formats:
 * 1) a QuickTime version (QuickTime info)
 * 2) an (Help with Ogg video file play).


text:
Portal:Learning Materials/WikiProjects

Content development projects exist on pages in "School:" or "Topic:" namespaces.
 * Topic:Learning Objects
 * Topic:Web Radio
 * Topic:Internet Audio and Video
 * Storyboard Artwork Project [[Image:Baby Tux crop mask.png|24px]]

title: Portal:Learning Materials/WikiProjects


text:
Portal:Learning Materials/Categories

 * Types of educational media
 * Audio
 * Media Projects
 * Webcasts
 * Internet Audio and Video

title: Portal:Learning Materials/Categories


text:
Portal:Learning Materials/Selected biography

Hunter-gatherers
 * Main article: Hunter-gatherers project

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

Wikiversity hunter-gatherers can take on ambassadorial functions and participate in Wikiversity projects that seek to establish collaborations between Wikiversity participants and outside educators (see outreach). These collaborations can involve the development of new learning materials for use either in the wiki user environment or outside of Wikiversity.


text:
Portal:Learning Materials/Quotes

"Education that consists in learning things and not the meaning of them is feeding upon the husks and not the corn." - Mark Twain

title: Portal:Learning Materials/Quotes


text:
Portal:Learning Materials/Did you know

Wikiversity uses OGG audio, not mp3 files. See: Help:Media Files.

title: Portal:Learning Materials/Did you know


text:
Portal:Learning Materials/Learning Materials topics

 * Learning materials - general discussion of Wikiversity learning materials.
 * Portal:Learning Projects - other types of learning projects
 * List of websites at the Wikibooks "Blended Learning" textbook.
 * Research collaboration
 * Learning resources
 * TESOL Materials


text: Portal:Learning Materials/Things you can do


text:
Portal:Learning Materials/Learning Materials news

"No Longer Free to Choose" by Michael W. Brandl "instructors and colleges are demanding more 'freebies' from publishers, such as PowerPoint slides, computerized test banks, videos and class management programs. All of these items force up the price of textbooks"


text:
Portal talk:Learning Materials

If you want to experiment with a radical new version of Portal:Learning Materials you can work at Portal:Learning Materialsnew.

If you update featured content on this portal, make sure that you update Portal:Learning Materials/Featured.

title: Portal talk:Learning Materials


text:
Portal:Learning Materials/Featured

This page is for keeping track of featured content on Portal:Learning Materials. If you change/update content in the portal, please be sure that the record of past content is updated here.

Featured learning resource
Creation of learning resources One goal of Wikiversity is to catalog learning resources and integrate them into the Wikiversity learning system. This can involve both learning resources that exist at other websites and new resources that are created at Wikiversity.
 * Interactive learning resources developed for Wikiversity.
 * Creating a lesson plan

Selected image
Video tutorial. A short (2 minutes long) movie for new wiki users, showing how to edit a wiki page. The movie is available in two formats:
 * 1) a QuickTime version (QuickTime info)
 * 2) an (Help with Ogg video file play).

Featured research project
Hunter-gatherers
 * Main article: Hunter-gatherers project

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

Wikiversity hunter-gatherers can take on ambassadorial functions and participate in Wikiversity projects that seek to establish collaborations between Wikiversity participants and outside educators (see outreach. These collaborations can involve the development of new learning materials for use either in the wiki user environment or outside of Wikiversity.

Science news
"No Longer Free to Choose" by Michael W. Brandl "instructors and colleges are demanding more 'freebies' from publishers, such as PowerPoint slides, computerized test banks, videos and class management programs. All of these items force up the price of textbooks"

Did you know?
Wikiversity uses OGG audio, not mp3 files. See: Help:Media Files.

Quotes
"Education that consists in learning things and not the meaning of them is feeding upon the husks and not the corn." - Mark Twain

Other learning resources

 * Learning materials - general discussion of Wikiversity learning materials.
 * Portal:Learning Projects - other types of learning projects
 * List of websites at the Wikibooks "Blended Learning" textbook.
 * Research collaboration

title: Portal:Learning Materials/Featured


text:
Portal talk:Learning Materialsnew/Learning Materialsnew news

Note: This is a "backup" copy of Portal:Life Sciences where new versions of the portal can be planned.

Colors
The page Portal:Life Sciencesnew/box-header contains the settings for the portal colors:
 * border=#aaaaaa
 * titleforeground=white
 * titlebackground=#aaccff
 * background=#f9f9ff
 * foreground=black

See w:Wikipedia:Portal/Instructions for details about how this portal format was created and can be modified.


text:
Portal talk:Learning Materialsnew

Note: This is a "backup" copy of Portal:Learning Materials where new versions of the portal can be planned.

Colors
The page Portal:Learning Materialsnew/box-header contains the settings for the portal colors:
 * border=#aaaaaa
 * titleforeground=white
 * titlebackground=#aaccff
 * background=#f9f9ff
 * foreground=black

See w:Wikipedia:Portal/Instructions for details about how this portal format was created and can be modified.

Move
Going to move to Portal:Learning Materials/Concept so the "backup" development version can be kept with the main portal page.

title: Portal talk:Learning Materialsnew


text:
User:JWSchmidt/Blog/2 February 2007

Portals  I'm done with my efforts to clean the portals (master list). I started my cleaning efforts with the goal of identifying learning resources that could be featured on the main page. After my review of the contents of the main namespace, I'm thinking that the way to start having featured content on the main page is to feature content development projects.

Main Page  Originally I was thinking along these lines:

The main page now uses: Browse our schools and subject areas: Humanities · Physical Sciences · Life Sciences · Practical Arts and Sciences · Mathematics · Engineering and Technology · Interdisciplinary Studies · Social Sciences · Education · Media · Professions · Other portals

Featured content  Maybe there should be a list of the seven most visited content development projects from this counter. One item from the list could be included on the main page each day of the week. In January, the top seven content development projects (by page visits) were:
 * School:Mathematics - > 100 edits since August 15 2005
 * School:Computer Science / Topic:Computer Programming - > 350 edits since August 15 2005
 * School:Language and Literature / Topic:Foreign Language Learning - box format - > 250 edits since August 15 2005
 * Topic:Master of Business Administration - 100 edits since August 15 2005
 * School:Physics and Astronomy - > 50 edits since August 15 2005
 * School:Medicine - > 50 edits since August 15 2005
 * School:Electronic Engineering - > 50 edits since August 15 2005

title: User:JWSchmidt/Blog/2 February 2007


text:
Portal:Plasma physics

In physics and chemistry, a plasma is typically an ionized gas, and is usually considered to be a distinct state of matter in contrast to gases because of its unique properties. "Ionized" means that at least one electron has been dissociated from, or added to, a proportion of the atoms or molecules. The free electric charges make the plasma electrically conductive so that it responds strongly to electromagnetic fields.

Plasma is typically formed by heating and ionizing a gas, stripping electrons away from atoms, thereby enabling the positive and negative charges to move freely.

Fields of active research

This is just a partial list of topics. A more complete and organized list can be found on the Web site for Plasma science and technology.

Resources

 * Search for Plasma physics at Wikiversity
 * Plasma physics

title: Portal:Plasma physics


text:
User talk:Comae/monobook.js

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var wQuizAnswers=null, wQuizQuestions=null, wQuizQuestion=new Array, wQuizAnswer=new Array, wQuizPts;

function wQuizGetSelected(o){ for(i=0;i<o.length;i++) if(o[i].checked) return(i); return(-1); } function wQuizOnResult(f){ var i=0, j=0, p1, p2; wQuizPts=0; p1=f.firstChild; do{ if(p1.nodeName!='FIELDSET') continue; p2=p1.firstChild.nextSibling.nextSibling.firstChild; do{ if(p2.nodeName!='INPUT') continue; if(p2.checked) wQuizCount(i,j); j++; }while(null!=(p2=p2.nextSibling)); j=0; i++; }while(null!=(p1=p1.nextSibling)); alert("Has obtenido "+wQuizPts+" en esta prueba."); }

function wQuizCount(i,j){ if(wQuizQuestion[i][j]==wQuizAnswer[i]) wQuizPts++; }

function wQuizGetItems(ident){ if(document.getElementById(ident)!==null){ var tmp=document.getElementById(ident).firstChild; if(tmp.nodeName!='OL'){//Para !=IE tmp=tmp.nextSibling; }		return(tmp); }else{return(null);} }

function wQuiz { if (document.getElementById && document.createElement) {	var wQuizQuestions=wQuizGetItems('wquiz'); var wQuizAnswers=wQuizGetItems('wQuizAnswers'); if (!(null==wQuizQuestions || null==wQuizAnswers)) {		var a=wQuizCreate(wQuizQuestions, wQuizAnswers); if(a!=0) wQuizQuestions.parentNode.innerHTML=a; } } }

function wQuizCreate(questions, answers) {	var txt=' ', ptr, lista, i=0, j;	ptr=questions.firstChild; do {		if(ptr.nodeName!='LI') continue; txt+=' Pregunta nº'+(i+1)+' '+ptr.firstChild.data+"\n "; lista=ptr.getElementsByTagName('LI'); wQuizQuestion[i]=new Array; for(j=0;j'+lista[j].firstChild.data+' \n'; wQuizQuestion[i][j]=lista[j].firstChild.data; }		i++; txt+=' '; }while(null!==(ptr=ptr.nextSibling)) var i=0; ptr=answers.firstChild; do {		if(ptr.nodeName!='LI') continue; wQuizAnswer[i++]=ptr.firstChild.data; }while(null!==(ptr=ptr.nextSibling))

return(txt+'Finalizar la prueba '); }

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title: User talk:Comae/monobook.js


text:
User talk:Comae/wquiz

 * 1) ¿Cuánto vale 2+2?
 * 1
 * 2
 * 3
 * 4
 * 1) ¿En qué continente está Leipzig?
 * 2) *Europa
 * 3) *Alemania
 * 4) *Asia
 * 5) *América
 * 6) ¿En qué año acabó la Segunda Guerra Mundial?
 * 7) *1034
 * 8) *1987
 * 9) *1945
 * 10) *1942
 * 4
 * 1) Europa
 * 2) 1945

title: User talk:Comae/wquiz


text:
User:CQ/Sandbox

__NEWSECTIONLINK__

Top 24 Images
Image of the Hour -

Variables
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Mouseover
Who jumps over the big lazy dog?

Navbox test
[... This is the title of your collapsible content ...] [... The content you want to hide goes here ...]

Page creator
Welcome to the  test at Wikiversity.

You can use the box below to create new pages on this wiki. Make sure you type Category:  on the page before you save it to make it part of the  category.

Category:Categories

title: User:CQ/Sandbox


text: File:Headpriest.jpg

title: File:Headpriest.jpg


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title: File:Tagqueen.jpg


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title: File:Thighs.jpg


text:
Talk:Applying principles of visual design and communication to the development of a multimedia product

What does "CUFMEM07A" mean? --Remi0o 23:26, 2 February 2007 (UTC)


text:
Talk:Australian Vocational Education and Training/ICAA4233A Determine and apply appropriate development methodologies

What does ICAA4233A mean? --Remi0o 23:27, 2 February 2007 (UTC)


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title: File:Javascript.jpg


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title: File:Fileconversion.jpg


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text:
Creating dynamic webpages

From the official document:
 * "This unit defines the competency required to build active or dynamic web pages."

Basically, that means ... (translate above into plain english)

You can read more about this unit on the National Training Information Systems Official document for ICAB5165A.

This unit forms part of the following qualifications:
 * Cert IV Websites Qualification in Australia

How this unit will help you
After learning and applying the skills required by this unit you'll be able to demonstrate your skills in:

 * translate the above elements and performance criteria into plain english and summarise here...

Ideas for learning the required skills
...

Ideas for demonstrating this unit
The best way to demonstrate these skills is ...

Grading
If you are demonstrating this unit as part of a formal course, you might find that the unit is graded (meaning you can not only demonstrate your competence, but can also gain a credit or distinction). Your facilitator may already have set criteria that your college uses. If not, here are some ideas for possible credit/distinction activities that you can discuss with your facilitator:

 * Creating and using custom PHP functions
 * Utilising PHP's built in session functionality
 * Advanced functionality such as a shopping cart
 * Integrating AJAX calls to your database for your website.

title: Creating dynamic webpages


text:
Maintain website performance

From the official document:
 * "This unit defines the competency required to ensure that a website maintains its performance levels during peak traffic times and during full utilisation access."

Basically, that means ... (translate above into plain english)

You can read more about this unit on the National Training Information Systems Official document for ICAS4191A.

This unit is part of the following qualifications:
 * Cert IV Websites Qualification in Australia

This unit has now been superseded by new units: ICAWEB406A Create website testing procedures and ICAWEB407A Conduct operational acceptance tests of websites You can find out more details about these and other units at Training Australia website

How this unit will help you
After learning and applying the skills required by this unit you'll be able to demonstrate your skills in:

 * translate the above elements and performance criteria into plain english and summarise here...

Ideas for learning the required skills
...

Ideas for demonstrating this unit
The best way to demonstrate these skills is ...

Grading
If you are demonstrating this unit as part of a formal course, you might find that the unit is graded (meaning you can not only demonstrate your competence, but can also gain a credit or distinction). Your facilitator may already have set criteria that your college uses. If not, here are some ideas for possible credit/distinction activities that you can discuss with your facilitator:

title: Maintain website performance


text:
Monitor traffic and compile website traffic reports

From the official document:
 * "This unit defines the competency required to monitor website traffic and compile traffic reports as specified."

Basically, that means ... (translate above into plain english)

You can read more about this unit on the National Training Information Systems Official document for ICAS4200A.

This unit is part of the following qualifications:
 * Cert IV Websites Qualification in Australia

How this unit will help you
After learning and applying the skills required by this unit you'll be able to demonstrate your ability to:
 * 1) Evaluate a few different site-monitoring options - you might choose to evaluate 1 or two web-based monitoring tools (Google Analytics) and one or two hosted solutions (such as webalizer)
 * 2) Set up the chosen solution to monitor a site (or sites)
 * 3) Monitor your site over a period of time
 * 4) Decide on the type of reports that will be most useful (or have been specified by your organisations requirements)
 * 5) Generate the reports and use them to suggest improvements for your sites performance, as well as to predict when traffic will peak (if you've not got traffic peaks, you might want to discuss instead traffic peaks of a high-profile site, such as e-bay, to demonstrate your understanding)

Ideas for learning the required skills
...

Ideas for demonstrating this unit
The best way to demonstrate these skills is ...

Grading
If you are demonstrating this unit as part of a formal course, you might find that the unit is graded (meaning you can not only demonstrate your competence, but can also gain a credit or distinction). Your facilitator may already have set criteria that your college uses. If not, here are some ideas for possible credit/distinction activities that you can discuss with your facilitator:


text: File:Phpetsql.jpg

title: File:Phpetsql.jpg


text:
Use SQL to create database structures and manipulate data

From the official document ICAB4136A:
 * "This unit defines the competency required to use a structured query language (SQL) to define, create and manipulate database structures and associated data in a relational database."

Basically, that means ... (translate above into plain english)

You can read more about this unit on the National Training Information Systems Official document for ICAB4136A.

This unit forms part of the following qualifications:
 * Cert IV Websites Qualification in Australia

How this unit will help you
After learning and applying the skills required by this unit you'll be able to demonstrate your skills in:

 * translate the above elements and performance criteria into plain English and summaries here...

To find the 2nd max salary from your table -

1> Select Top 1* from table-name where salary < ( select max(salary) from table-name );

--

...

Ideas for demonstrating this unit
The best way to demonstrate these skills is ...

Grading
If you are demonstrating this unit as part of a formal course, you might find that the unit is graded (meaning you can not only demonstrate your competence, but can also gain a credit or distinction). Your facilitator may already have set criteria that your college uses. If not, here are some ideas for possible credit/distinction activities that you can discuss with your facilitator:


text:
User talk:Pepperboi

Japanese
Hi! I noticed you signed yourself up as an active participant for the Beginner Japanese learning group. I was just wondering what your level of Japanese is. --Balloonguy 00:20, 3 February 2007 (UTC)

title: User talk:Pepperboi


text: File:Loveusers.jpg

title: File:Loveusers.jpg


text:
Ensure site usability for full range of users

From the official document:
 * "This unit defines the competency required to ensure that clients can use a website once a connection has been established."

Basically, that means ... (translate above into plain english)

You can read more about this unit on the National Training Information Systems Official document for ICAT4184A.

This unit is part of the following qualifications:
 * Cert IV Websites Qualification in Australia

How this unit will help you
After learning and applying the skills required by this unit you'll be able to demonstrate your skills in:

 * translate the above elements and performance criteria into plain english and summarise here...

Ideas for learning the required skills
...

Ideas for demonstrating this unit
The best way to demonstrate these skills is ...

Grading
If you are demonstrating this unit as part of a formal course, you might find that the unit is graded (meaning you can not only demonstrate your competence, but can also gain a credit or distinction). Your facilitator may already have set criteria that your college uses. If not, here are some ideas for possible credit/distinction activities that you can discuss with your facilitator:


text: File:Testresults.jpg

title: File:Testresults.jpg


text:
Creating a website testing procedure

From the official document:
 * "This unit defines the competency required to design and implement procedures that measure the performance of a website and compare them to the initial design specifications."

Basically, that means ... (translate above into plain english)

You can read more about this unit on the National Training Information Systems Official document for ICAT4185A.

This unit is part of the following qualifications:
 * Cert IV Websites Qualification in Australia

How this unit will help you
After learning and applying the skills required by this unit you'll be able to demonstrate your skills in:

 * translate the above elements and performance criteria into plain english and summarise here...

Ideas for learning the required skills
...

Ideas for demonstrating this unit
The best way to demonstrate these skills is ...

Grading
If you are demonstrating this unit as part of a formal course, you might find that the unit is graded (meaning you can not only demonstrate your competence, but can also gain a credit or distinction). Your facilitator may already have set criteria that your college uses. If not, here are some ideas for possible credit/distinction activities that you can discuss with your facilitator:

title: Creating a website testing procedure


text:
Capture a digital image

From the official document:
 * "This unit describes the skills and knowledge required to use digital camera technology for the production of colour separated images."

Basically, that means ... (translate above into plain english)

You can read more about this unit on the National Training Information Systems Official document for ICPMM321A.

This unit is part of the following qualifications:
 * Cert IV Websites Qualification in Australia

How this unit will help you
After learning and applying the skills required by this unit you'll be able to demonstrate your skills in:

 * translate the above elements and performance criteria into plain english and summarise here...

Ideas for learning the required skills
Image file formats ...http://en.wikipedia.org/wiki/Image_file_formats

Ideas for demonstrating this unit
The best way to demonstrate these skills is ...

Grading
If you are demonstrating this unit as part of a formal course, you might find that the unit is graded (meaning you can not only demonstrate your competence, but can also gain a credit or distinction). Your facilitator may already have set criteria that your college uses. If not, here are some ideas for possible credit/distinction activities that you can discuss with your facilitator:

title: Capture a digital image


text:
Edit a digital image

From the official document:
 * "This unit describes the skills and knowledge required to edit and manipulate an image captured digitally and prepare for export to electronic image assembly. ... This unit requires knowledge of digital image capture, and the integral properties and characteristics of preparation of colour separation for print and digital file handling."

Basically, that means ... (translate above into plain english)

You can read more about this unit on the National Training Information Systems Official document for ICPMM322A.

This unit is part of the following qualifications:
 * Cert IV Websites Qualification in Australia

How this unit will help you
After learning and applying the skills required by this unit you'll be able to demonstrate your skills in:

 * translate the above elements and performance criteria into plain english and summarise here...

Ideas for learning the required skills
1.The first mentioned skill can be achieved through absorbing the mentally concentrated part of the picture, for example,it can be an eye or a cloud with some interesting pattern. The mentally concentrated part of the picture will give us a brief about the orientation, shape and basic measurements required to elevate(e.g:a sky is always displayed in a long view,as well as a couple of eyes will be always beautiful when it is shown in a long view with an elevated perfectly shaped eyeballs) the mentally concentrated part. Once the measurements are done we can easily go through the processes related to colors(and sounds,in case of motion pictures) This is always applied during the photography(painting in ancient times), cinematography, architecture, fashion industry, tourism and hospitality related industries and so on. A perfect frame or a perfect measurement is calculated in advance and in accordance with human nature,there is the opportunity to try something new as an experiment or an investment. A perfectly measured frame can become a good representation of the time and the development of the culture as the paintings are preserved to see the old culture and learning new things, so getting involved in classical arts will be helpful to measure the basic element, measurements used to elevate the mental concentrated part of a classic painting will be always useful as they are simply concentrated on the mentally concentrated part the thing which retain in Mind is what called mental concentrated part this part can be elevated by relying on the shape of the part, we can go with a same shape or something contrast but always being aware of what is doing is important which helps in the financial benefits of the work since we can convince the techniques that we used and getting more ideas by spreading it.

2. As we move further we come to know the importance of digital imaging and everyone still not giving digital images it's own credit. A well balanced work is always a good masterpiece no matter what is the medium you used. Colours plays the whital image in visual arts as we go through Colors we will come to know the impact of a well balanced image or a poor quality of illustrations. A modern art painting gets its value through the ideas which are shown without the help of shapes(real shapes). Knowing the importance of learning the Colors is the required skill here. How Colors are associated with mood swings, how they react with the brain all matters. Prioritizing the Colors, arranging them, make relations and splitting relations are some of the most required skills as we go further. Adsorbing the Colors from a verbaly described ideas are advance skilled learning and helps cinematography.Understanding the terms and having a clear idea about the actions that can be carried out is very important. Illustration of relationship will help in achieving that.

Ideas for demonstrating this unit
The best way to demonstrate these skills is ...

Grading
If you are demonstrating this unit as part of a formal course, you might find that the unit is graded (meaning you can not only demonstrate your competence, but can also gain a credit or distinction). Your facilitator may already have set criteria that your college uses. If not, here are some ideas for possible credit/distinction activities that you can discuss with your facilitator:

title: Edit a digital image


text:
Uninformed Search Project

Uninformed Search
This assignment was first created and used for two semesters at the University of Southern California in the Artificial Intelligence Course CSCI561 and CSCI460. This project has been changed from its original form to make it more of a self-guided project.

Problem 1 - Preparation
Gung Ho Joe is a video game warrior. He is slashing his way through vile monsters when he comes upon the gratuitously tentacled Purple People Eater. He must act fast and dispatch the hideous foe before it splashes radioactive bacteria on him. There are a variety of items Joe can use to destroy this beast.

 * Joe has an M-16 with a grenade launcher and two types of bullet ammunition, Teflon® tipped and explosive tipped.
 * Joe is wearing a coat, which has inside it a very large .45 caliber gun, a rubber mallet and two Lakers tickets.
 * Joe has slung over his shoulder some really cool particle cannon and a weird alien hand that as far as we can tell, shoots bees.
 * Joe has a sack, which contains a hand grenade, a two-way radio, the galactic transponder and a small change purse, which has a nickel, two dimes and pocket lint inside.

Assume that any of these items can be used against the Purple People Eater. Also, assume that in order to use an item inside another i.e. coat or sack, Joe must first open it. As such, to use the nickel, Joe must first use the sack, then the change purse. Also, assume that the cost is the same for each edge in this problem.

 * 1) Draw the basic search tree assuming Joe will try all of these items against the people eater.
 * 2) Given the tree you have drawn, list the order that the items will be used in a breadth first search.
 * 3) Given the tree you have drawn, list the order the items will be used in a depth first search.
 * 4) Give an example from the tree of a depth-limited search with limit L=2 (the start node is at depth 0 and its children at depth 1).
 * 5) Would using an iterative deepening search be helpful in this example?
 * 6) Give the time and memory complexity for both depth first and breadth first search and give a simple derivation and explanation of how they are computed.
 * 7) If the Purple People Eater was a tollbooth operator in its past life and a dime will make it go away, will one of the search types be more optimal? Would your answer change if Joe needed to use the really cool particle cannon? Explain.
 * 8) How could you augment this problem to work with a Uniform-cost search? Intuitively, do you believe such an augmentation would make more sense?
 * 9) Does trying each item like this seem like a reasonable thing to do? In real life when would it be reasonable to do so?
 * 10) You might give some intuitive examples and explanations as to how else you might try and select the correct item for Joe to use.

Problem 2 Programming and Analysis
Homer Simpson is at the nuclear power plant. A plutonium rod has fallen on his head. He no longer remembers the way to Moe’s Tavern. You will need to help Homer find the way so he can enjoy a frosty Duff™ beer after work.

To accomplish this, you will be given a list of street intersections, which list the streets that meet each other. You will be required to create a program in GNU C++ (g++) that finds the list of streets Homer must travel on in order to get to Moe’s.

You may either use the g++ version on SomeCommonUnixServer or g++ versions 3.3 to 3.4.1 on Linux. Be sure and clearly note which one you used so I know which machine to compile it on.
 * If giving this to students, you might want to specify the compiler as such:

Of course c++ is optional. Java would also work well.

Your program should take in an arbitrarily large list of intersections and find the correct route to take. It will then output a list of each street taken in order (see example file). An example input would be a list of intersections (edges):

Nuclear_Plant Burns_Ave Burns_Ave West_Springfield_Bvld Burns_Ave Ye_Olde_Fortran_St Burns_Ave Krustofski_Way Moes_Tavern Krustofski_Way

Ideally, your program would return the output of streets and other connecting locations traveled over including the starting and finishing states, in order of travel:

Nuclear_Plant Burns_Ave Krustofski_Way Moes_Tavern

You can assume that capitalization will be maintained and node names will not have any white spaces in them. Additionally, the very first row has the starting state, while the very last row has the ending state just in the same way as the example. So, with other test cases, you must be able to help Homer find his way to other places as well. After all, you never know, he might want to go home to his loving family.

Hint: It may be helpful to use the C++ member function ‘compare’ or the C function ‘strcmp’ function to transform the street names into states. These functions will compare two strings to let you know how similar they are. Thus, one way to approach the problem is to read the list of streets and if a street name has not been read in yet, create a state for it. Thus, keep some sort of list for street names and which states they correspond to.

You may solve this problem using both depth first and breadth first search. Additionally, you should keep track of memory and time requirements. Time required is tracked by incrementing a counter for each node that is expanded. Memory required is tracked by storing the largest number of unexpanded nodes, which were stored in memory at any given time. These may be output by your computer program at the same time as the solution. Please keep in mind that the streets of Springfield can lead many places, including in circles. So you should be able to detect loops in this problem.

Ideally, you would like your program to output three files:

If your input is example01.txt, your output files will be:

 * 1) example01.depth.txt – this is your depth first search solution
 * 2) example01.breadth.txt – this is your breadth first search solution

You will be provided with at least one set of example solution files, which you can use to make sure your output, matches the standard (see below).

Thus your program should:

 * 1) Read in a list of names as detailed above and create associated states.
 * 2) Find the route from the start to the ending states.
 * 3) Write files with the solution routes, as detailed above.

If you have some problems with C++ or would just like a handy reference I recommend the following book:

C++ Black Book Steve Holzner ISBN 1-57610-777-9

It is available on amazon.com for $23.00. As far as C++ books go, it's rather comprehensive over all the basic C++ topics and has easy to read and understand examples.

Analysis and questions

 * 1) Analyze the memory and time requirements for depth first and breadth first search over the example files.
 * 2) Show the mean and standard deviation of the number of steps needed to execute depth and breadth first search.
 * 3) Show the mean and standard deviation for the amount of memory required given the examples. You can represent this as the maximum number of nodes, which must be kept in memory at any one time for each example.
 * 4) From your analysis, which of the two methods yields superior results.
 * 5) What if we added more than one goal state to each graph and we asked you to find the shortest (optimal) solution, would that change the complexity of the problem?
 * 6) What if in addition to adding more than one goal, we added a cost to each intersection (edge) such as the wait time at the traffic light. Would a breadth-first search still make sense?
 * 7) If Matt Groening stuffed all his money under a mattress, how large would his mattress need to be in order to cover all of his cash?

Assignment Material
Uninformed Search material.rar - Rar can be opened with WinRAR

title: Uninformed Search Project


text:
Simulated Annealing Project

Search Using Simulated Annealing and Gradient Descent
This assignment was first created and used for two semesters at the University of Southern California in the Artificial Intelligence Course CSCI561 and CSCI460. Some changes have been made to make this a self-guided project. The original homework can be found cool-ai.com

Problem 1 - Preparation
A major video game manufacture has hired you to figure out how to minimize the amount of sleep their programmers get by adjusting different items in the workspace. For instance, you could:

You can tell how much sleep each programmer is getting based on feedback from a microchip each one has been implanted with in their head. You then have a digital readout with the average amount of sleep for all the programmers.
 * 1) Turn the amount of caffeine added to their coffee up or down.
 * 2) Adjust the lights to be brighter or dimmer.
 * 3) Adjust the average pay up or down.
 * 4) Make their seats harder or softer.
 * 5) Turn up or down the volume on the corporate Muzak.
 * 6) Reduce or increase trace amounts of Xylene in the air.

Problems 1-4

 * 1) Thinking about methods we have studied so far, what would you do to find the optimal adjustments for the workplace items in order to minimize sleep? Describe how you would implement such a method in this situation.
 * 2) The video game manufacture asks you if you can guarantee that you will find the absolutely optimal workspace settings such that programmers get the least amount of sleep possible. What do you tell them?
 * 3) You notice that one of your former TA’s from CS 561 now works at the video game manufacturer and you want to be nice to him. Could you use the same procedure to maximize the amount of sleep each programmer gets?
 * 4) It turns out one of the officers at the software manufacturer is a real big fan of Charles Darwin. He asks you to figure out a way to do the sleep minimization using a genetic algorithm. How might you change the experiment to use a genetic algorithm? You may assume there are enough programmers and resources at your disposal to carry out such an optimization.
 * 5) Allowing you to assume this last question is worth no points, is the plight of each programmer more Orwellian or Kafkaesque?

Problem 2 Coding and Experiments
You are a zookeeper in the reptile house. One of your rare South Pacific Tufted Wizzo lizards (Tufticus wizzocus) has just had several babies. Your job is to find a place to put each baby lizard in a nursery. However, there is a catch, the baby lizards have very long tongues. A baby lizard can shoot out its tongue and eat any other baby lizard before you have time to save it. As such, you want to make sure that no baby lizard can eat another baby lizard in the nursery (burp).

For each baby lizard, you can place them in one spot on a grid. From there, they can shoot out their tongue up, down, left, right and diagonally as well. Their tongues are very long and can reach to the edge of the nursery from any location. Figure 1 shows in what ways a baby lizard can eat another.

In addition to baby lizards, your nursery has some trees planted in it. Your lizards cannot shoot their tongues through the trees nor can you move a lizard into the same place as a tree. As such, a tree will block any lizard from eating another lizard if it is in the path. Additionally, the tree will block you from moving the lizard to that location. Figure 2 shows some different valid arrangements of lizards

You will write a program in c++ that will take in an input file that has an arrangement of lizards and trees and will output a new arrangement of lizards (no you can’t move the trees) such that no baby lizard can eat another one. You will be required to create a program in GNU C++ (g++) that finds the solution. For this project we will use simulated annealing. Additionally, you should be able to run several different test files and give some analysis of your running.

 * For this using c++ is of course optional. This can easily be done in Java or Matlab.

Input: Your input will start with a single number, n, followed by the n x n nursery. It will have a 0 where there is nothing, a 1 where there is a lizard and a 2 where there is a tree. You will output a new file exactly like the first (except for one extra line, see below), but with the correct lizard positions. So for instance, an input file arranged like figure 2b would look like:

8							 0	0	0	0	0	1	0	0 1	0	0	0	0	0	0	0 0	0	0	0	1	0	0	0 0	1	0	0	2	0	0	1 0	0	0	0	0	0	0	0 0	0	1	0	0	2	0	0 0	0	0	0	0	0	1	0 0	0	0	1	0	0	0	0

The name of your input file will be specified as the first command line argument in your program.

Output: At command line an output filename will be specified as the second argument in your program. The output is the last state of your program. If you found a solution, the output file should contain that solution. Else if you did not find a solution, output the last state. You will specify that you found a solution by placing a 1 at the last line of your output. If you found no solution, place a 0. Thus, if your output looks like figure 2a, your output file will look like this:

8							 0	0	0	0	0	1	0	0 1	0	0	0	0	0	0	0 0	0	0	0	1	0	0	0 0	1	0	0	0	0	0	0 0	0	0	0	0	0	0	1 0	0	1	0	0	0	0	0 0	0	0	0	0	0	1	0 0	0	0	1	0	0	0	0 1

(note that the output example shown here does not correspond to the above input example; the two are not related, since, again, you cannot move (or remove) any tree that may be present).

Experiments
Your program will be run on several different input examples and each time should output the solution if one exists. Additionally, keep track of the amount of time your program takes to run, in number of steps. So, you will need to keep a counter that increments by one every time you move one of your baby lizards. Additionally, you will need to be able to change the temperature schedule to find the one that works best. Thus, by keeping track of the number of steps it takes, you can determine which method worked the best.

Note on time restrictions
If your program takes longer than 30 seconds on any of the example problems you're probably not doing this correctly. In reality, this should run quite quickly on a modern computer.

Questions

 * 1) Why is simulated annealing a good algorithm for this problem? (think about complexity and other considerations)
 * 2) What would be reasonable temperature decrease schedules to use for this problem? To answer this question you will need to do some search on the web to find which schedules other people have typically been using for various problems solved using simulated annealing. Tell us about at least three different possible schedules. Include equations and function graphs for each schedule as well as the URL from which you found it.
 * 3) Experiment with the different temperature schedules you found and conduct a comparative analysis, running your algorithm on at least 25 different problems of various sizes each time (that is, create inputs for 25 problems of your choice; then run your program on that same set but each time using a different temperature decrease schedule. It is okay if your program has to be recompiled to select which schedule to use. When you send us your code, just have the best schedule as your default. Motivate your answer with a table showing some measure of performance on your 25 test problems (for example, steps taken) for your different schedules. Like in (2), you should test at least 3 different schedules. Include a conclusion on which schedule seems superior with supporting statistics and illustrations.
 * 4) In addition to using simulated annealing, could you also have used genetic algorithms to solve this problem? If so, how would you have done it (just explain, you do not have to code), if not, then why?

Project Material
Simulated Annealing material.rar - Rar can be opened with WinRAR

title: Simulated Annealing Project


text:
Template:AI Large Class Suggestions

Optional: Suggestions for Giving this as a Project for a Large Class
This project can also be given to a whole class. If the class is large then it is helpful to automate the handing in and grading of projects. Grading of the coding part can be semi-automated. The idea is to give students a stub of the script you will use to grade their project so that they can check to make sure their project is compatible with your grading scripts. Additioanlly, you might want to download the original project from here given to the students since the infos on this page have been changed for self-guided study. These are the directions we gave the students. They are of course just a suggestion.

Due: By class Day, Date, Time

Guidelines
This assignment has a written and a programming component. You can see how much each part of the assignment is worth by the percentage next to it. For the written part, please turn in typewritten answers. You are not English majors, however blatant spelling and grammatical errors may cost you points, so be sure and run the spell check at least once. Answers on the written part will require justification and a simple yes/no answer will almost certainly garner you little or no points. In general, it is safer to write longer answers than shorter ones, but stay focused as a long but off-topic answer will not work either. This way, we can discern your train of thoughts better and grant partial credit for a wrong answer, if you were on the right track. Graphs must be neat and tidy. Hand-drawn graphs are OK, but computer-drawn graphs (e.g., made with Adobe Illustrator or Microsoft Power Point) are preferred. If you draw a graph by hand, be sure and use a straight edge (ruler) so it looks neat.

For the programming part, you will be provided sample inputs and at least one sample output. Since each homework is checked via an automated Perl script, your output should match the example format exactly. Failure to do so will most certainly cost some points. Since the output format is simple and there is an example on the web, this should not be a problem. Additionally, if your code generates a large number of warnings during compilation, you may lose points, so try and eliminate compile-time warnings. Additionally, your code should be well documented. If something goes wrong during compile and grading, if the fix proves easy, the amount of points lost will be far less. As such, documentation makes fixing easier, so it is to your advantage to do so.

You will be provided with a stub Perl script called “stubby.pl”, which works like the grading Perl script. You can run this script to make sure that your project will work properly. Thus, it is expected that your project will run through the grading Perl script without problems. Pedantically, we assert it will cost you points if your code does not run on the Perl script correctly. You will be able to tell if your output is correct if stubby shows each of the lines from your program output is exactly the same as from the comparison file which shows what output you should be getting.

To run stubby, copy it to your code directory along with the input, output and comparison files. Be sure to be in your code directory then type “perl stubby.pl”. The script is loaded with all sorts of output and feedback, so you should be able to see what it is doing if for some reason it isn’t working for you. If you don’t understand the script and want to know more about Perl, go to http://www.perl.org/.

Small amounts of extra credit (not more than 10% total) are given for all sorts of things. So long as you meet the base homework requirements anything creative, fun, interesting or outright cool will most likely earn you extra credit. What is cool and earns you extra credit is somewhat subjective and bound to the whim of the grader.

Other information
For this assignment and many others you will be required to parse input and output files. To help you out, a file called “proj1.cpp” is in the homework 1 folder on den. This is an example file on how to open, read in and then dump a file back out to disk. You may use parts of this code for your homework if you wish.

To compile this file, try something like:

g++ proj1.cpp -o proj1

Then to run it, try something like:

./proj1 matrix2.mat out2.mat

This will read in the matrix file “matrix2.mat” and dump it back out to another file “out2.mat”.

Handing in the Assignment
Since the class is very large it is important to hand in your homework as directed. The homework is due before class on the due date shown. There are two parts of the homework, which you must hand in. These are:

 * 1) Your code tar/gzipped in one file. Do not send the binaries. - This should just include your uncompiled code and a readme file called readme.txt. When I run tar/gzip to uncompress your file, it should uncompress into its own directory. To keep things uniform, do not use bzip2. I should then be able to run my stubby Perl script and grade your code. See below on how to tar/gzip your code.
 * 2) Your written part on paper. You must submit a paper copy either in class or in a drop-box in front of my office in Building (NOTE: the Building building closes at 5:00pm). Late submissions will be noted. Be sure your homework is stapled together and is generally tidy.

Be sure that your name is clearly visible on all material you hand in. To hand in your code you can compress it with tar/gzip with a command like:

tar –czvf my.name.hw1.code.tgz my.name.hw1.code

You might also try:

tar –cvf my.name.hw1.code.tar my.name.hw1.code then type gzip my.name.hw1.code.tar

This will compress the contents of the directory named “my.name.hw1.code” into a single file my.name.hw1.code.tgz. If you need more info on this, try “man tar”.

Electronic Submission of code

 * Generally it is helpful to have an electronic submission system. However, if you do not, then just skip this.

You need to submit the assignment electronically using the EXACT following command FROM YOUR UnixMachine ACCOUNT.

submit -user csci561 -tag hw1 my.name.hw1.code.tgz

Be sure and substitute “my.name” with your own name. The submit command will immediately respond with a SUCCEEDED if your submission of file "my.name.hw1.code.tgz" is successful. That will be your means to know that your homework has reached the right place. Your submissions will be time stamped, so we will know the exact time when you made the submission.

What exactly is Stubby?
This is very important. We use a Perl script to automate the grading process. Stubby is a Perl script we give to you so that you can check and make sure that your project conforms to specifications. That is, you can use Stubby to make sure that your assignment when handed in will run with our grading script. Thus, we have our own grading script like stubby, which we use to grade your project. By checking to make sure your project works with stubby, you make sure that your project will work with our automated grading script.

It is important to note that we will not use your version of stubby. We have our own script. As such, if you edit stubby to work with your code and not the other way around, this will not be very helpful. Additionally, since there are so many projects to grade, it is imperative that your program work with the grading Perl script. If your program does not work with the grading Perl script you will lose points.

title: Template:AI Large Class Suggestions


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User:Kalibre~enwikiversity

Kalibre Group a creative marketing and custom publishing company in Toronto and Cambridge Ontario. This has to be the most creative agency that you probably never heard of. Contact GK at gk@kalibregroup.com...kalibregroup.com

title: User:Kalibre~enwikiversity


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Java Programming

Introduction
Welcome to the course! Introduction to Programming in Java is part of the School of Computer Science and is designed to be an integral part of the curriculum. It is a hands-on introduction to Java for non-programmers, similar to the general-purpose and language-independent course Introduction to Programming. See also Introduction to Computer Science and Introduction to Computers for introductory courses in computer hardware.

Prerequisites
Introduction to Programming, as well as sufficient knowledge of computers to be able to install and configure software.

Content summary
This is a hands-on introduction to writing programs in the Java programming language. It is designed for students that have no previous experience with programming.

Goals
This learning project offers learning activities to be able to understand and use fundamental Java elements including:

 * All of the Java primitives
 * References, objects and arrays
 * Control structures including loops, branches and functions

There will also be an introduction to some of the most commonly used library classes.

Lessons

 * 1) /Introduction/
 * 2) /Integer Variables/
 * 3) /Boolean Variables/
 * 4) /Strings/
 * 5) /Classes/
 * 6) /Inheritance/
 * 7) /Arrays/
 * 8) /Swing/

Readings

 * Wikibooks article: Java Programming
 * Wikipedia article: Java (programming language)

Next Course

 * Theory of Programming Languages - For math, theory, and the hardware/software connection.
 * C++ - For practical programming.

Previous Course

 * Introduction to Programming

title: Java Programming


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Talk:Java Programming

I was having trouble deciding on a title for this learning activity.

 * Introduction to Java
 * Introduction to Programming in Java
 * Java for Beginners
 * Basic Java

were the names that I had considered. If you believe that I picked the wrong one, I would be interested in hearing your reasoning. Dmclean 05:12, 3 February 2007 (UTC)

The name seems a tad long, how about "Introduction to Java Programming"? Zchenyu 21:58, 24 April 2007 (UTC)

 * That only saves three leters, and the way that I have it currently dove-tails nicely with the companion course Introduction to Programming Dmclean 12:44, 25 April 2007 (UTC)

 * Well, I'm not really counting the number of letters, just the number of words. But yes, it does work well with Introduction to Programming. Zchenyu 23:40, 27 April 2007 (UTC)

title: Talk:Java Programming


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User:Essjay~enwikiversity

This user has left Wikiversity.

title: User:Essjay~enwikiversity


text: User:Essjay~enwikiversity/Userbox template


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Film school:Completed Homework Assignments

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #efffef; border: 1px solid Green; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" |

Homework and Pop Quizzes: Basic Filmmaking

 * Basic Filmmaking Assignments
 * Below are all the completed assignments in the Basic Filmmaking course by Wikiversity Film Students.

 * }

Film School:Moods:Pop Quiz:Answers
{| cellpadding="10" cellspacing="2" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #efffef; border: 1px solid Green; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" |

Homework and Pop Quizzes: Film Editing

 * Film Scoring
 * Below are all the completed assignments in the Film Editing course for filmmakers by Wikiversity Film Students.

 * }

{| cellpadding="10" cellspacing="2" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #efffef; border: 1px solid Green; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" |

Homework and Pop Quizzes: Film Scoring for Musicians

 * Film Scoring for Musicians
 * Below are all the completed assignments in the Film Scoring course for musicians by Wikiversity Film Students.

 * }

Film Scoring for Musicians:Green Tea Smoothie:Completed Assignments
{| cellpadding="10" cellspacing="2" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #efffef; border: 1px solid Green; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" |

Homework and Pop Quizzes: Script Writing

 * Script Writing
 * Below are all the completed assignments in the Script Writing for High School Drama Departments course by Wikiversity Film Students.

 * }

Film School:Script Writing Course:Completed Assignments
{| cellpadding="10" cellspacing="2" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #efffef; border: 1px solid Green; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" |

Homework and Pop Quizzes: Film Editing

 * Film Editing
 * Below are all the completed assignments in the film editing course by Wikiversity Film Students.

 * }


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User:Bobilobio

Please tell us more about yourself. (Erase this and begin!) Robert Elliott 09:07, 3 February 2007 (UTC)

title: User:Bobilobio


text: File:Seduced by the Dark Side-Bobilobio.pdf


text:
C++/Conditional Statements

First, a couple notes (since I've pretty much made this tradition in my lessons). So...

 * Firstly, hopefully you have read the lessons to date. You should be well versed in simple input/output as well as variables.

 * Secondly, hopefully the lessons are teaching you some valuable skills in C++. Once again, it is awesome to see people adding on to the lessons.

As the name implies, conditional statements specify whether another statement or block of statements should be executed or not. These are often called "selection constructs". The two general types are "if...then" and the "switch...case" construct. Note that there is no looping involved here, but that conditionals are involved in loops.

Comparison Operators
The conditions tested are specified using comparison operators. These operators cause the immediate statement in which they are contained to return a Boolean value of either true or false. (Note that in certain circumstances they may evaluate to 0 or 1; be careful combining conditional statements with arithmetic)

The following comparison operators are available:
 * Equality: ==, or Inequality: != of any primitive data type (int, char, float, bool, etc.) These are binary operators (take two operands) and are specified using infix notation (which means that the operator goes in between the two operands).
 * Greater-than: >, Greater than or equal to: >=, Less-than: < and Less than or equal to: <= are also binary operators using infix notation. Use only with numeric data types; there are specific functions for comparing other data types.
 * Negation: ! is a unary operator, and prefixes the operand.

Examples:

The if...else Conditional
There are two variations to the if...then conditional. Let us take a simple case and explain it line-by-line.

Explanation:
 * 1) This is the first line.  Note that there is space between the keyword if and the opening parenthesis.  Inside the parentheses is the condition; in this case it is a test for equality.  It is good practice to use the same type arguments (not comparing floating-point values to characters).  Note also the left curly brace {.  This symbol denotes a block of multiple lines of code.  Without it, the conditional would only refer to the statement immediately following it.  It is good practice to always use the braces.
 * 2) This comment represents the body of the conditional statement.
 * 3) The right curly brace is essential; it matches the opening brace on line 1 and signals the end of the if body.
 * 4) This line is optional.  If there is a sort of "default" behavior that should be carried out, it would be placed here.  The else clause does not belong by itself, only directly following an if clause.
 * 5) This is the body of the else clause.
 * 6) This curly brace is also essential; it matches the opening brace on line 4 and signals the end of the else body.

The body of the else block can be another if statement. This is known as "nested conditionals" because the conditionals are indeed nested; that is, placed inside of one another.

The switch...case Construct
This tests an input variable for equality with any number of cases and then executes the corresponding code. The syntax follows:

Again, here is a line-by-line explanation:
 * Line 1: The opening line is very similar to the if construct, described above. The only difference is that the switch...case construct only uses int values and character constants or character literals.  For this reason, the switch-case can come in handy but it is limited to these circumstances.
 * Line 2: For each expected value, code a line such as this one. The 1 means that if a does contain an integer value equal to 1, execution will begin following the colon on this line.  Execution will continue blindly, so,
 * Line 4: contains a break statement that forces execution outside of the switch block.
 * Line 8: The default block is similar to the else block in a normal conditional. It is chosen if none of the previous cases matched the value of the condition variable.

Note, the break statement can be under-used to the programmer's advantage. If multiple values of the condition variable would lead to executing the same code, the cases can be listed one after another like this:

The Conditional Expression
There are expressions of a special kind, the conditional expressions, these are not statements, but they are one sort of contraction of the if...then construct. This kind of expression can help to produce highly readable assignment statements fitting onto one line of the source code. This is the syntax (there is no semicolon at the end, since it is not a statement but an expression embeddable into even larger expressions):

First the condition is evaluated and the side effects of this evaluation carry out their impact on the local environment. If the result is true then only the expressionIfTrue is evaluated (causing side effects) and this second result is the value of the whole conditional expression, and the expressionIfFalse is not evaluated (and hence cause no side effects). If the condition evaluates to false, then the situation is converse, the resulting values is given by the evaluation of the false branch of the conditional expression, and the true branch is not evaluated.

Common use of the conditional expression is to assign the value x or y to a, depending on an easily decidable condition, say x>y. See the sample code below:

As you can see, this makes simple conditionals all the simpler.

Use the conditional expression only if you feel that it really enhances the readability.

See if you can come up with a few usages of the conditional constructs you have just learned.

title: C++/Conditional Statements


text:
C++/Simple Math

Simple C++ Math
Math in C++ is very simple. Keep in mind that C++ mathematical operations follow a particular order much the same as high school math. For example, multiplication and division take precedence over addition and subtraction. The order in which these operations are evaluated can be changed using parentheses.

C++ math library
The C++ math library is actually C's math library. It is easy to use and is accessed by including cmath.

Math functions
Now that we have the C math library let's use some neat functions.

Trigonometry
Note: Trigonometric functions in cmath use RADIANS.

title: C++/Simple Math


text: File:List.png

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User talk:Lenneth

Hi my name is Lenneth. I just signed up and hope ot make good use of this site in future. I hope to have something to contribute too! cheerio!

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 Lenneth. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Lenneth~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:42, 17 March 2015 (UTC)

title: User talk:Lenneth


text:
User:Lenneth

Hi my name is Lenneth. I just signed up and hope ot make good use of this site in future. I hope to have something to contribute too! cheerio!

uni3

title: User:Lenneth


text:
FTP challenges

Install an ftp client, retrieve and unzip a file

 * Download and install an ftp client (you can find a list of possible clients on the ICAS4201A Transfer content to a website using commercial packages page
 * Connect to ibiblio.org and log in as an anonymous user
 * change to the /pub/docs/books/gutenberg/etext94 directory
 * download wwghjkgkjgend10.zip then close down your ftp connection
 * unzip the file (you may need to install some decompression software)
 * open the text file and look for the author's name on the first line
 * look in your browser's address bar. See the address: http://en.wikiversity.org/wiki/FTP_challenges ? Replace 'FTP_challenges' in the web address with the author's surname and press Enter

Completion
By installing an ftp client, logging into an ftp server, downloading a file and unzipping it, you've shown mastery of the following performance criteria for the unit ICAS4201A Transfer content to a website using commercial packages:

title: FTP challenges


text:
Talk:Virasoro algebra

What are its applications in Physics? --Jorge 13:57, 3 February 2007 (UTC)

rename
This page should probably be renamed to Virasoro algebra. --mikeu talk 11:54, 14 April 2008 (UTC)

title: Talk:Virasoro algebra


text:
Talk:The periodic table/Hydrogen

I still don't completely get the organization scheme in Wikiversity, but under Hydrogen Atom we should include at least the model presented in high school Physics (an e orbiting a p) and the model taught in the first Quantum Physics course (which leads to the spherical harmonics and the orbitals). --Jorge 14:57, 3 February 2007 (UTC)

 * Wikiversity needs to develop a good way to sort and present learning resources according to the age level of the learner. --JWSchmidt 15:16, 3 February 2007 (UTC)

 * What if we split it on "Hydrogen atom (High school Physics)" and "Hydrogen atom (Quantum Physics)", and make this a Dissambig? (Maybe the wording "high school physics" isn't proper.) The Quantum Physics one can easily point out (and link to) its knowledge prerequisites (so we don't need to agree an age level for it).
 * Anyway, I prefer to try out ideas on sorting rather than discussing them in community without experience about how they've served. But I don't know how to move pages, etc. Heh! --Jorge 04:10, 4 February 2007 (UTC)

 * See Help:Moving a page at Wikipedia. Another option here at Wikiversity is to use subpages. Unlike Wikipedia where subpages of articles are not allowed, pages in the Wikiversity main namespace can have subpages. The name of the subpage starts with the "parent" page's name followed by "/" and then the rest of the name. Hydrogen atom could have a very simple description of the atom and links to other pages such as Hydrogen atom/High school Physics and Hydrogen atom/Quantum Physics. --JWSchmidt 16:02, 4 February 2007 (UTC)

What part do the strong and weak force, if any, play in the hydrogen atom of various isotopes? For example, is tritium larger or smaller in diameter than normal hydrogen? Is deutarium more or less stable than normal than most common hydrogen or tritium and if so how does quaumtum mechanics explain this or is it simply empirically known? Mirwin 04:47, 6 February 2007 (UTC)

title: Talk:The periodic table/Hydrogen