text:
Filmmaking Basics/Matte Painting/Tux Paint (long)

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

The original movie frame

 * Still test frame from a locked camera
 * When you want to use a matte painting for a scene, you start by grabbing a test frame. The movie camera is locked down therefore the position of the physical movie set will never change in the frame by even a single pixel.

 * From the test frame, it is very easy to decide what part of the physical movie set you want the audience to see and what part you want to hide behind the matte painting.

 * Therefore, it will be very easy to build a mask which protects the good part of the physical movie set so your matte painting will never cover this up.

 * Creating the mask is the critical part of preparing a starter page for Tux Paint.

A sample frame     A still frame from the movie.
 * style="width: 40%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" |

 * }

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

A blank piece of paper

 * Window Sizes
 * First you select your page size. This depends on the window size which you set for Tux Paint.

 * Popular window sizes are 800 by 600 pixels, 1024 by 768 pixels, 1280 by 1024 pixels. For these, the actual page sizes are 608 x 472 pixels, 832 x 664 pixels, 1088 x 664 pixels.

 * Once you have created the blank page at the proper size (in a program like Photoshop), put the still test image on the page.  I put the image of the space station window in the middle but you might prefer the space station window on the top or the bottom.  Do not increase or reduce the size of the still test image.  It must be 100% of the actual size.

Place the picture     The frame is on the blank page.
 * style="width: 40%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" |

 * }

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Create a path

 * In Photoshop
 * You need to create a mask. If you use Photoshop, the easiest way to do this is with a path.  You can easily create a path with the pen tool. This path marks the boundry between the good part of the physical movie set and the area around it which must be covered by the matte painting.

Soften the edges Using anti alias makes the mask softer at the edges.
 * style="width: 40%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" |

 * }

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Turn the mask into a channel

 * In Photoshop
 * Once we have the path marking the boundary of the physical movie set, we need to turn this into a channel. This is a two step process.

 * The first step is to turn the path into a selection (marching ants). Then this selection must be saved as an alpha channel.  Finally, you save the picture which now has a red, green, blue and alpha channel.

 * This save picture will be the first starter page you need. Next you need to create the bankground starter page (which is a companion to the regular starter page.)

 * Making the background starter page is surprisinly easy. You simply removed the alpha channel and save the picture with the same name plus "-back".

 * Now you have the pair of picture you need for the starters for Tux Paint.

Four channels     The first starter page now has a red, green, blue and alpha channel.
 * style="width: 40%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" |
 * }

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

The Starter Page Set (part 1)

 * The masked image
 * First you select your page size. This is the frame size which you set for Tux Paint.

 * Then you put a frame from the movie on your black piece of paper. In this example, I put the picture in the middle.  You can put it anywhere you want.  It just has to be exactly full size and never reduced or enlarged.  In my case, the original footage (Scene: "Out for a Walk" on the DVD-Data disk "24 Unedited Scenes" from the Star Movie Shop) is 320 pixels by 240 pixels.

 * Then I create a mask. As you can see, this hides the part of the picture which must be replaced by the matte painting.

 * This is only half of what you need to do matte painting in Tux Paint. See the other half on the right.

 * style="width: 40%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" |

The Starter Background Page (part 2 of 2)

 * The whole picture
 * Again, I place the frame from the movie on the window. But this time, I do not add any masks.  (Actually, I just copied the other picture and threw away the mask.)

 * Since there is no mask, you see the en tire picture including the background which will be erased.

 * The trick is to give this image the same name as the first image but add the letter "-back" to the name.

 * This is the second half of the set that you need to create a matte painting of a space station. (Remember I am showing you only minatures.  Click on the picture to see the original at full size.)

 * }

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Three examples

 * Three sets of two pages.
 * Here are sets for window sizes of 800 pixels wide, 1024 pixels wide, and 1280 pixels wide.

 * Click on the picture
 * These are only miniatures. To see the actual starter pages, click on the pictures above.

 * }

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

In Tux Paint

 * The good part is protected
 * When you put both parts into Tux Paint Starters folder, you can paint without messing up the good parts.

 * style="width: 50%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

A simple matte painting

 * A very simple space station
 * Here ia a completed matte painting created by a slightly senile old man with absolutely no artistic talent. Therefore, any kid should be able to do better.

 * }

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 40%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" |

Another Example of a Matte Painting

 * A more complex matte painting
 * This matte painting is a bit more complex. (But who ever heard of a space station made of bricks?  A five year old kid can do better than this!!!  Send me your finished matte paintings using the starter pages above in Tux Paint.)

Done!
 * style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" |

Save the picture

 * Show me!
 * When you save the picture, it goes into a special folder. Make a copy of the picture and send it to me.

 * }

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

Send me your finished matte painting

 * When you are finished with your matte painting, please email a copy to me.

Contact Your Instructor

 * Your instructor for this class is Robert Elliott. To email me, you simply  Click Here. [[Image:Crystal Clear app xfmail.png|24px]]

 * }


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Filmmaking Basics/Matte Painting/Tux Paint (short)

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" | Quick Start with Tux Paint

 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Tux Paint

 * Tux Paint is a free and fun painting program for kids. You can download a free version for just about any operating system from Linux to Macintosh.

 * The Tux Paint advantage
 * Tux Paint has a special advantage for creating matte paintings. Tux Paint was specially designed for doing matte paintings. It has a built in feature called "Starters" which are blank pages for matte paintings.

 * Master protected pages
 * Tux Paint allows you to create a master page (called a starter page and a starter page background) which has everything needed for kids to begin painting. With the master page (the two starter pages), part of the picture is protected and the rest is free for the student to create a painting.

 * Because the kids do not have to worry how they draw, this makes matte painting very fun. Few other programs have this automatic feature built in.

 * Completed master pages
 * I have already created the starter pages for you. They are available in three different sizes. All you have to do is put them into Tux Paint's Starter's folder. And if you want to create a custom starter page, go to the next page in this lesson.

Protected    Completely foolproof Here is the matte painting in Tux Paint. See how part of the picture is protected from paint. This is why drawing a matte painting is extremely easy in Tux Paint (but not in other paint programs). Even kids can do it!!!!
 * style="width: 40%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" |
 * }

Small

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Load the two starter files

 * The background
 * The first step is to load two picture files into the folder called Starters for Tux Paint. Click on the pictures to the right to see the full size pictures.  Both files must have the same name except that one file (the file without the alpha channel mask) ends with "-back".

 * Set the Window size to 600 by 800. If you use another size window for Tux Paint, you should use different staters which are designed specifically for that window size.

 * Start Tux Paint and open the template (starter) and begin painting.

How to get the picture files   Upload Out_For_A_Walk_600_800.png at: http://en.wikiversity.org/wiki/Image:Matte_Painting_600_800.png and  Upload Out_For_A_Walk_600_800.png at: http://en.wikiversity.org/wiki/Image:Matte_Painting_600_800-back.png

 * style="width: 40%; background-color: cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" |

 * }

Medium = the most common size

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffaaaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" |

Ready-to-use Starter Pages Window size of 1024 wide by 768 tall

 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

A larger window size

 * The background
 * If you have a window size of 1024 wide by 768. tall, use these pages instead. The first step is to load two picture files into the folder called Starters for Tux Paint. Click on the pictures to the right to see the full size pictures.  Both files must have the same name except that one file (the file without the alpha channel mask) ends with "-back".

 * Set the Window size to 1024 wide by 768 tall. If you use another size window for Tux Paint, you should use different staters which are designed specifically for that window size.

 * Start Tux Paint and open the template (starter) and begin painting.

How to get the picture files   Upload Out_For_A_Walk_1024_768.png at: http://upload.wikimedia.org/wikiversity/en/3/36/Out_For_A_Walk_1024_768.png  and  Upload Out_For_A_Walk_1024_768.png at: http://upload.wikimedia.org/wikiversity/en/3/36/Out_For_A_Walk_1024_768-back.png

 * style="width: 40%; background-color: cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" |

 * }

Large

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ccccff; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" |

Ready-to-use Starter Pages Window size of 1280 wide by 1024 tall

 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Very large window size

 * The background
 * If you have a window size of 1280 wide by 1024 tall, use these pages instead. Click on the pictures to the right to see the full size pictures.  Both files must have the same name except that one file (the file without the alpha channel mask) ends with "-back".

 * Set the Window size to 1280 wide by 1024 tall. If you use another size window for Tux Paint, you should use different staters which are designed specifically for that window size.

 * Start Tux Paint and open the template (starter) and begin painting.

How to get the picture files   Upload Out_For_A_Walk_1280_1024.png at: http://upload.wikimedia.org/wikiversity/en/2/2e/Out_For_A_Walk_1280_1024.png and  Upload Out_For_A_Walk_1280_1024.png at: http://upload.wikimedia.org/wikiversity/en/2/2e/Out_For_A_Walk_1280_1024-back.png

 * style="width: 40%; background-color: cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" |

 * }

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color: #fff; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

Put both of these files in the STARTERS folder
Each version of Tux Paint is different so look at the instructions for your version to see where to put starter pages. {| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * }
 * style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

Send me your finished matte painting

 * When you are finished with your matte painting, please email a copy to me.

 * If you do not like my starter pages (with the movie set in the middle of the frame), you can make your own starter pages with Photoshop, etc. at Building your own starter page set for Tux Paint

 * }

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


text:
Wikiversity talk:Requests for proofreading

If you folks are getting swamped, I can take on the occasional proofread. The Jade Knight 09:01, 1 March 2007 (UTC)
 * If you have the time, your help would certainly be appreciated! I've cleared most of these except for Topic:Genetics, which is going to be quite time-consuming to proofread. AmiDaniel (talk) 18:45, 1 March 2007 (UTC)

proofread needs to be subst: to show date--Balloonguy 21:41, 1 March 2007 (UTC)


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Meditation

Meditation is a way of calming thoughts, relaxation, spiritual healing and enlightenment.

Meditation for Beginners
Sit down comfortably. The hands are in the lap or on the legs. The back is straight. The abdomen is relaxed.

1. Concentrate on your body. Think several times (5-10 times) the mantra "Om" in the head, chest, abdomen, hands, legs, feet, in the ground and then in the whole universe: "Om Shanti. Om Peace ... "

2. Stop one minute every thought. When thoughts come, push them off.

3. Linger one minute in the meditation. Thoughts may come and go as they want.

4. Relax. Feel the peace and relaxation in your body.

5. Move your body, your feet and your hands. You're back. Ahead with optimism.

-> Video: Meditation for Beginners (Youtube, 6 min)

Computer Meditation
A guided meditation on the computer is a fast way of relaxation. Through simple yoga movements in connection with positive sentences you can resolve emotional blocks and get a positive spirit in five minutes. See also the video.

1. Visualize yourself as a Master of life (Buddha, Shiva, Goddess) and rub the earth with your feet, "I am a Master of life. I go my way positively. "

2. Move a hand and think: "I send light to ... (name). May all people be happy. May the world be happy."

3. Connect with the enlightenment energy (God, enlightened Masters), rub your palm in front of your heart and think, "Om all enlightened Masters. Om inner wisdom. Please guide and help me on my way."

4. Get inner peace, rub the palms above your head and think, "I take things as they are. I let my false desires go off."

5. Put your hands on your legs. The spine is straight and the belly is relaxed. Stop one minute all your thinking. Sit only there. Don´t think. Then relax.

Yoga-Meditation
We sit upright in our meditation seat (cross-legged, heel seat, chair) and in our meditation posture (hands on the legs or lap). The back is straight and the belly is relaxed. The eyes are open, semi-open or closed.

1. Sun = We see a beautiful sun in the sky. She sends her rays down on us. We wrap our whole body with light and think the mantra "Light." We take a golden ray of sunshine and wrap ourselves with it completely. We circle with the light around our body and think the mantra "Light, light, light." We let the light flow into us. We fill our entire body with light and think often the mantra "Light."

2. Body = We bring our mind to rest by a mantra. We think the numbers 1 - 20 in the head, chest, abdomen, feet and into the earth.

3. Cosmos = We make big circles with our arms, visualize the whole universe full of stars around us and think the numbers 1 - 20 in the whole universe.

4. Blessing = We move a hand in blessing and think, "I send light to (name). May all people be happy. May the world be happy."

5. Master = We rub the palms in front of the heart chakra, connecting us with the enlightened Masters and think, "Om all enlightened Masters. Om inner wisdom. Please guide and help me on my way."

6. Mantra Om = We put your hands in our lap. We think a minute when breathing out (at breathing in, or at the inhalation and exhalation) the mantra "Om" in the belly.

7. Stop thinking = We stop a minute every thought. If thoughts come, we push them away. Then we relax for a minute.

Oracle = Forward with optimism. You are guided by the light (by the enlightened Masters, by God). Follow consistent your inner wisdom and your love. Make every day your spiritual exercises. Bring the light on your way into the world. Success.
 * Video Yoga-Meditation

Progressive Muscle Relaxation
Progressive muscle relaxation is a relaxation technique by alternately tensing and relaxing the muscles. The presented form was developed by Yogi Nils in his Yoga groups. We can do it in sitting or lying down.

1. Muscle tension = We tense the muscles of the legs and feet. We stop every thought. We can hold our breath or breathe normally. Then we relax the muscles of the legs and feet. We tense and relax in the same way the arms and hands, the head (face) and the whole body.

2. Numbers = We count several times the numbers from 1 to 20 in the head, focusing on the head and breathe into the head. Our mind calms. We focus on the chest, breathe into the chest and count the numbers 1 to 20 in the chest. We breathe in the belly, and count there the numbers 1 to 20. We focus on the legs and feet, and count there the numbers 1 to 20. We visualize under the soles a large ball and count the numbers from 1 to 20 in the ball.

3. Sun = We see in the sky a beautiful sun. She sends her rays down on us. We feel her light and warmth on our skin. It is as if we are on holiday in the sun. We enjoy the sunlight. We wrap our whole body with light. We take a golden ray of sun and let the sunlight everywhere circle around us. We think the mantra "Light." We let the sunlight flow into us and fill us with light. We think the mantra "Light."

4. Sending light = We move a hand and send another person light. We envelop him with light and let the light flow into him. Think many times the word "Light". After that we send light all over the world. We wrap the whole world with light, fill it with light and think often "Light."

5. Stop thinking = We stop a minute every thought. Then we linger in meditation. Thoughts may come now if they want to. We feel our the body and enjoy the peace and well-being. If we have meditated enough, we come back again. We move our feet and hands. We stretch and move ourselves. We sit up and are back.

Sun Meditation
This is the main meditation in the yoga groups of Yogi Nils. It finishes each yoga class. We lay or sit down comfortably. Cover you for lying, so you do not get cold.

1. Relaxation = We tense the muscles of the legs and feet. We keep the tension, stop all thoughts and breathe into the legs. Then we relax. We stretch the muscles of the arms and hands. We breathe into the arms and hands. We relax. We tense the muscles of the head and face. We breathe into the face. We relax. We tense the muscles of the whole body. We breathe into the whole body. We relax.

2. Numbers = We count several times the numbers from 1 to 20 in the head, focusing on the head and breathe into the head. Our mind calms. We focus on the chest, breathe into the chest and count the numbers 1 to 20 in the chest. We breathe in the belly, and count there the numbers 1 to 20. We focus on the legs and feet, and count there the numbers 1 to 20. We visualize under the soles a large ball and count the numbers from 1 to 20 in the ball.

3. Sun = We see in the sky a beautiful sun. She sends her rays down on us. We feel her light and warmth on our skin. It is as if we are on holiday in the sun. We enjoy the sunlight. We wrap our whole body with light. We take a golden ray of sun and let the sunlight everywhere circle around us. We think the mantra "Light." We let the sunlight flow into us and fill us with light. We think the mantra "Light."

4. Sending light = We move a hand and send another person light. We envelop him with light and let the light flow into him. Think many times the word "Light". After that we send light all over the world. We wrap the whole world with light, fill it with light and think often "Light."

5. Om Shanti = We think inhaling "Om" and exhaling "Shanti". We stop all other thoughts. We feel calmness, serenity and peace in us. We stop a minute every thought and move gently our feet. We focus on our feet and move on, until our mind comes completely to rest. We relax. We lie a few minutes relaxed just there. We are in harmony with ourselves, our life and our world.

6. Coming back = We come back slowly. We move our feet and hands. We stretch and move ourselves. We sit up and are back. Life can come. We have the sun within us.

Mantra Meditation (Easy Relaxation)
We lie down comfortably. We can do this meditation in bed for a long time while listening to beautiful music. It is good for all persons who cannot slep or want to relax in bed.

1. Knee to chest (arms around) with mantra: "Om all enlightened Masters. Om inner wisdom. Please guide and help me on my way."

2. Prone position: "I send light to (name). May all people be happy. May the world be happy." Hands under your head. Move your pelvis (spine) and move your feet.

3. Turn right in the Child Pose: "Om Shanti". The hands lie on the legs or one hand on the legs (or the hip) and one hand under the head (stops your thoughts).

4. Turn left in the Child Pose: "Om Shanti". The hands lie on the legs or one hand on the legs (or the hip) and one hand under the head (stops your thoughts).

5. Supine position, left feet on the right leg: "Om Shanti". You can move the feet and the hands a little bit.

6. Right feet on the left leg. Move your feet and your hands: "Om Shanti".

7. Legs extended. Move the feet. Count the numbers 1 to 20 in the head, thorax, belly, legs and feet.

8. Move your hands in circling, visualize the universe and think: "Om Universe". Relax.

9. Relax completely for some minutes. Hands at the sides or on the belly.

10. Sit up and do the Buddy Breathing. Press with the thumb the right nostril and inhale through the left nostril. Press the left nostril and inhale at the right side. Make this several times until inner peace occurs. Then go back in your everyday life.

Guided Mediations
The Wikiversity resource on Guided Meditations provides links to instructions and scripts for several guided meditations.

Wikimedia sound files
Om Om Tat Sat Om Namo Bhagavate Vasudevaya Om Tare Tutare Ture Soha is a Tibetan Buddhist mantra is apparently both Buddhist and Hindu. The "Ham" sound is made on the inhalatione air, while "so" is done on the exhalation. The beginning and the end are not set, thus the mantra can be "ham'so" or "so'ham" without changing its meaning.

Meditation Video

 * Meditation with Yogi Nils (germ., 6 min.) Relax with a guided meditation with beautiful music.
 * One-Moment Meditation: "How to Meditate in a Moment"

title: Meditation


text:
Wikiversity:Learning by doing

Welcome to a learning project about learning by doing. Learning by doing is an approach which has emerged from discussion of a Wikiversity learning model. On this page, we will explore what learning by doing means, how it works—as well as outline ways for you to learn by doing at Wikiversity.

What is learning by doing?
Reading: Every curriculum tells a story - Roger C. Schank

Learning by doing is essentially about getting involved in an activity and, through the process of doing this activity, learning about things like: You might also be prompted to think about the general nature of the activity—in other words, the way this activity is done by other people, in different contexts. Put together, this learning can serve to strengthen your own understanding of the activity through gaining practical, first-hand experience of the activity. It can also be a stimulating, motivating way for people to learn—in fact, people can often be having so much fun in taking part in the activity, that they can learn whilst being unaware that they are learning! While this may be desirable for some types of projects, where participation is the key, it may also cause problems in the sense that the learning gained from a specific task is diffuse and unrelated to other aspects of the learner's experience, worldview, and field-of-study. In other words, learning by doing is something that the learner should ideally reflect on during and after the activity to get most out of it—but it can also be an extremely natural way of learning (it is sometimes referred to as "incidental learning"), which can be undertaken—consciously or unconsciously—by anyone at any time.
 * how that activity works,
 * how you find (or feel about) the activity,
 * what the activity makes you think about, and
 * what doing this activity enables you to do.

Implementing activities into articles
There is a template that can be used to denote that an activity can be done in the article. This is the activity template. It helps to keep the article organized and should be implemented more in articles. There are many articles which are missing activities and it would be nice if they were added.

What is "reflection"?
Reflection is being able to 'pause', or 'step back' from your ongoing experience (or activity), in order to think about the activity, your part in it, how you did it/are doing it, what it means for you to do this activity, how you felt/feel whilst doing it, and how the activity relates to other experiences you've had or how it relates to what you want to do in the future—short and/or long term. It is about making sense of your experiences in a way that is meaningful and practical to you. There are different ways to reflect on activities—we generally start by thinking, then by writing down our thoughts in some form. The form this takes is entirely up to the individual—it can be in the form of a diary (or blog), a poem, a narrative (story), or an academic essay. On this last possibility, it is usually better to keep reflections as "raw", personal, and honest as possible—something that is often missing in an academic paper—though academic papers often do emerge directly from people's reflective journals. Other forms of reflection can be visual—through painting, photographing, filming—or even other media like gathering together newspaper articles in a personally meaningful way, maybe even singing or dancing! The main thing is that your reflections are meaningful to you, that they are honest and true to your feelings, and that they help you make sense of what you are or have been doing.

Historical introduction
What does "learn by doing" mean in the context of Wikiversity? The original Wikiversity project proposal suggested that at Wikiversity "learn by doing" should mean taking courses online.

The original Wikiversity e-learning model
Wikipedia is for encyclopedia articles. Wikibooks is for textbook modules. Encyclopedia articles and textbooks are two specific types of learning resources. The original Wikiversity project proposal called for creation of a website where "learn by doing" would mean participating in online courses. This proposed "e-learning model" suggested that Wikiversity online courses would make use of encyclopedia articles, textbooks and other types of learning resources. Many people who were interested in the Wikiversity project imagined that Wikiversity would become an accredited educational institution.

The problem with courses
Conventional courses rely on certified teachers who give grades to students for their course work. Students in conventional courses earn academic credit for passed courses within degree programs that confer degrees based on completed courses. However, Wikiversity is a wiki, a place for collaborative creation of webpages. Wikiversity has no means to certify teachers or become an accredited institution that can confer degrees. In November 2005 the Wikimedia Foundation Board of Trustees rejected the first Wikiversity project proposal and instructed the Wikiversity community to modify the proposal to "exclude online-courses". The Board requested that the Wikiversity community "clarify [the] concept of e-learning" that will guide Wikiversity.

Learning projects
There are many ways to "learn by doing" besides participating in conventional courses. The approved Wikiversity project proposal included an e-learning model based on the general idea of "learning projects". Wikiversity learning projects provide activities that allow Wikiversity participants to learn by doing.

"..... the idea here is to also host learning communities, so people who are actually trying to learn, actually have a place to come and interact and help each other figure out how to learn things. We're also going to be hosting and fostering research into how these kinds of things can be used more effectively." (source)

Types of Wikiversity learning projects
The Learning Projects Portal provides user-friendly access to Wikiversity learning projects. The Wikiversity community needs to catalog the many types of learning projects and develop resources that promote their development and effective use as learning resources.

Reading and discussion groups

 * Science as Religion
 * Hitler's Germany
 * Molecular Paleontology Reading Group
 * God Gene
 * Evolutionary Psychology

Non-conventional courses

 * Filmmaking

Tutorials

 * Introduction
 * Ruby on Rails website tutorial
 * Lesson:Gimp Basics

Projects that find, catalog and review online resources

 * Hunter-gatherers project

Research projects
See Research Portal
 * Astronomy Project
 * Learning to learn a wiki way
 * Bloom clock project

General Community Learning Projects

 * Community service projects – Wikiversity provides scholarly services to Wikimedia sister projects.
 * Wikiversity the Movie – community-wide project to produce a promotional video.
 * Wikiversity Reports – learn webcasting while reporting on Wikiversity
 * Wiki-based learning – The implications of wiki technology for online learning.
 * Bibliography and Research Methods – How to find and cite verifiable sources.
 * Wikiversity translations – Community service project to support Wikiversity Beta.
 * Outreach – Collaborations with other institutions and projects.

Resources

 * Teaching strategies for "learning by doing" activities (part of the "Engines for Educators" book)

Interested persons

 * Noura 19:02, 14 May 2008 (UTC) NouraRaslan
 * CQ 15:48, 28 April 2009 (UTC) (a.k.a.yeoman)
 * Ahm masum (discuss • contribs) 18:48, 13 November 2019 (UTC)

title: Wikiversity:Learning by doing


text:
Bible

The Holy Bible is an ancient Judeo-Christian text. It tells about God, the creation of the World, Adam, Enoch, Noah, Job, Abraham, Isaac, Jacob (Israel), Ruth, Samson, David, Daniel, Jesus and many others. It is believed by many to be the complete Word of God and by others to be a holy book, even if there are other valid records of God's Word.

The Bible is divided into two major parts:
 * The Old Testament
 * The New Testament

The Old Testament is based upon the first part of the Tanakah, the Hebrew Bible, which Jews still follow today. The books that make up the Old Testament depend on Christian denominations. Most Protestant denomonations have 39 books as they consider them deuterocanonical. However the Catholic, Eastern Orthodox, and Oriental Orthodox Churches consider these books canonical. These books include :

 * Tobit
 * Judith
 * Additions to Esther
 * Wisdom
 * Ben Sira
 * Baruch
 * Additions to Daniel:
 * Song of the Three Children
 * Story of Susanna
 * The Idol Bel and the Dragon
 * 1 Maccabees
 * 2 Maccabees

Unlike the Old Testament, the New Testament teaches about a main person in all of its books, Jesus Christ. Also, most main traditions of Christianity honor the same books in the New Testament.

Lessons

 * /Introduction/
 * /Versions/
 * /What version of the Bible is right for me?/

title: Bible


text:
Talk:High school trigonometry for physics

Shouldn't this article specify that we are talking about a right-angled triangle, and define terms such as hypotenuse.

Ofey 07:49, 12 October 2008 (UTC)-Yeah I agree! I got the basics down. I still think that opposite/adjacent cathetus should be defined but I didn't have time to do it now, I'll try to do it later.


text:
Wikiversity talk:Learning by doing

Why have this page?
Thanks for creating this page, John, but I still don't think it gives much (if any) real, practical advice to people about learning by doing. What does learning by doing mean? What kind of "doing" can lead to learning? And, crucially, how? Currently, this page replicates what we already have in other pages - I proposed this page as a space to actually explore and lay open what learning by doing means - both in general, and in Wikiversity. I think we'd be much better off looking at the model of experiential learning (also on infed), as well as informal and/or incidental learning - all of which touch on the central issues of learning by doing. The more we can guide people through the actual process the better - otherwise, why have this page? (Pardon the rant.) Cormaggio beep 17:56, 1 March 2007 (UTC)
 * I think it is productive to reflect upon the types of learning activities that have already been introduced to Wikiversity, particularly since so many people seem to have trouble thinking outside of the box of conventional courses. By starting with that, I was not closing the page to discussion of other things. If you feel that we can learn nothing useful from reflecting on what has happened so far at Wikiversity then feel free to clear the page and turn it into a discussion of other things. --JWSchmidt 19:07, 1 March 2007 (UTC)

 * I absolutely applaud reflecting on what we've been doing so far at Wikiversity - reflection is central, crucial, pivotal to learning by doing (or, certainly, experiential learning). But my problem, thus far, is: where is the reflection (or even the description)? Where do we describe how the sample projects are designed to work - in the framework of learning by doing - and where do we reflect on and analyse that work? We don't (yet) - but I think it would be better if we did. I think isolating a few of the projects that you've selected already and describing how they can contribute to our understanding of learning by doing on this page would be better than a longer list of links from the page with little or no explanation/reflection (which is better in Portal:Learning projects). Of course, I will just get on with doing this myself - I'm not trying to complain - rather, to raise a general issue about how, in my opinion, this page would be more useful. And I don't think the historical background to Wikiversity's setting up is particularly useful here - except possibly in one or two brief contextual sentences, with links to the appropriate pages (eg. History of Wikiversity and Portal:Education/Wikiversity model). I'm not going to blank it all just yet - but I'm going to try to layout this page bearing in mind the person who wants to know just what learning by doing is, and how to incorporate it within their own practice (teaching and/or learning). As I'm doing so, if you have clarifications of how you saw this page working, please add them here. Cormaggio beep 22:42, 1 March 2007 (UTC)

Vocational prescriptivism and a history of blunders?
Background to this post: reading http://en.wikiversity.org/w/index.php?title=Wikiversity:Original_proposal&oldid=169 and trying to make sense of where "learning by doing" as a form of un-wiki-like vocational prescriptivism came from. Step one: the origin of the problem seems to have been a well-meant comment of "E-learning. A framework within which members of the community can actually take courses online." in the original proposal. Step two: this seems to have been chewed around by a committee which replied: "The board recommend rewriting the proposal to exclude credentials, exclude online-courses and clarify the concept of elearning platform. to be rewritten to exclude credentials and to clarify concept of e-learning." (note: this is illiterate as it stands and must be a misquote). The odd word choice or mistyping in the dictum of the board makes it unclear whether the board was talking about "e-learning" or "e-learning platform" (entirely different things). Step three: this then resulted in the article Learning by doing. If the above posts between Cormaggio and JWSchmidt properly reflect things, then disagreement and lack of community input were heavily involved. It looks to me like a case of people (including the board) slowly and unnecessarily leading each other into ever deeper water or an ever deeper mess. Possibly the board's problem was with the idea of "taking courses", because this implies a university-like infrastructure behind it, and possibly the board needed nothing more than a retreat from this idea. Unfortunately the board asked for "clarification", which could be taken to mean that a complete concept of e-learning, especially for Wikiversity, had to be created and expounded. However is this really what the board was requiring? Anyway, it then seems that interpreting the board question this way led to JWSchmidt and Cormaggio going out on a limb and writing something which despite the best of intentions simply couldn't and shouldn't have been done. Surely if a Wikiversity concept of learning is to be developed, then: (1) one should look at 1000's of resources really created, because this will show us what real contributors really want to do; (2) try to produce a multiplicity of elearning concepts based on empirical study of this data. Of course, an empirical approach obliges us to constantly update and extend the range of elearning concepts in the light of new experience. --McCormack 09:40, 6 June 2008 (UTC)

Call for participation
Participation is Everything!

Growing up in rural Western Kentucky, I was in 4-H whose motto is "Learn by doing" - so I'm well acquainted with the paradigm. My first solid effort here that follows the Learning by doing model is Generating dynamic content with MediaWiki. As part of the MediaWiki Project, it asks the user to apply what they learn immediately to Wikiversity's resources (for example QOTD and Picture of the Month). I was "learning" the same things and "teaching" them concurrently.

My next project is going to be the Linux Learning Project. It will be built using the MediaWiki Project's template and will attempt to coagulate Linux, BSD, Linux server administration and others. But to teach Linux, I have to continue to learn Linux myself, so I'll know what I'm talking about. The pilot module will be Tiny Core Linux, which is my current most-active endeavor.

My goal is to get an actual server up and running for Wiki Campus Radio. The Across the Wikiverse module is a learning by doing unit where I'll be attempting to become a "radio personality" in a fun and interactive way. Some folks just wont get it until the actual infrastructure (including the Sandbox Server) are fully functional. My time and access to the Internet have been less than ideal, but as we go forward, the paradigm should prove to be quite effective. CQ 16:22, 28 April 2009 (UTC)

interested individuals?
Are these individuals still interested in this?

Noura 19:02, 14 May 2008 (UTC) NouraRaslan CQ 15:48, 28 April 2009 (UTC) (a.k.a.yeoman)

???? Michael Ten (talk) 17:13, 18 December 2012 (UTC)

title: Wikiversity talk:Learning by doing


text:
User talk:Geniussansom~enwikiversity

HI, lesson 2 coming soon, got any better ideas for a colour, i mean its ok but not brilliant, what a coinsidnce i came on as soon as you signed up. Thatperson 19:08, 1 March 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 Geniussansom. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Geniussansom~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 23:37, 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) 06:09, 19 April 2015 (UTC)

title: User talk:Geniussansom~enwikiversity


text:
Speedcubing/Cross

{| width=100%

Lesson 2
This lesson will teach about the cross and first layer

Cross
The cross is the first part in a layer-by-layer solve, the cross is 4 edges and their adjacent centres lined up with the same colour, this sould be intuitive but there are some tips to help you solve the cross.

 * Learn your colour scheme, on most modern cubes white is opposites yellow, blue opposite green and orange opposite red. Some cubes(mainly older ones) have Blue and yellow swapped.

 * If any white edge is in the yellow side with white facing up move it to its correct centre and do a half turn (180*)

 * 99.99% of the time the cross can be solved in 7 moves and all can be solved in 8, 10-12 should be a reasonable target for beginners

 * }

title: Speedcubing/Cross


text:
User talk:Carlos.ivan.fuentes

I think it is wise to include within this section the regimes of protection such as International Human Rights Law, International Humanitarian Law, maybe International Development Law and International Environmental Law.Carlos.ivan.fuentes 19:21, 1 March 2007 (UTC)

title: User talk:Carlos.ivan.fuentes


text:
User:Carlos.ivan.fuentes

I am a lawyer educated in Panama, Canada and the United States. My interests are International Law, Philosophy and Literature.

title: User:Carlos.ivan.fuentes


text: File:Wikio Feb 17 part 2.ogg

title: File:Wikio Feb 17 part 2.ogg


text: File:Cube side template.PNG

title: File:Cube side template.PNG


text:
Talk:Emergency medical responder (EMR)/Patient history

There has to be a mnemonic for OPQRRST - probably rude but it should go in anyway --Vannin 20:46, 1 March 2007 (UTC)


title: File:VB6-New-Project.png


title: File:VB6-IDE.png


title: File:VB6-Edit-GUI.png


text:
User talk:Ridwan192

Image copyright problem with Image:Mjid.jpg
Thanks for uploading Image:Mjid.jpg. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikiversity because of copyright law (see Wikiversity' Copyright policy).

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at Colloquim. Thank you. – Mike.lifeguard | talk 23:51, 28 September 2007 (UTC)

title: User talk:Ridwan192


text: User talk:Hunt1200

title: User talk:Hunt1200


text:
Instrument rating

An Instrument Rating is required for a pilot to fly under Instrument Flight Rules (IFR) or in weather below the minimums for Visual Flight Rules (VFR).

In the U.S., the rating is issued by the FAA.

Instrument rating standards
To be eligible to pursue an Instrument Rating, the applicant must:
 * Hold at least a Private Pilot Certificate.
 * Pursuant to the requirement to hold the Private Pilot Certificate, the applicant must be at least 17 years old.
 * Be able to read, write, and converse fluently in English.
 * Hold a current FAA Medical Certificate, unless the Practical Examination is administered, in its entirety, in an FAA-certified Level D Flight Training Device.
 * Receive and log ground training from an authorized instructor (i.e. ground school course) or complete a home-study course using an instrument textbook and/or videos.

Ground training

 * Candidates for the instrument rating must be knowledgeable in IFR-related items in the AIM, the U.S. ATC system and procedures, IFR navigation, the use of IFR charts, aviation weather, requirements for operating under IFR conditions, recognition of critical weather, Aeronautical Decision Making (ADM) and Crew Resource Management (CRM).
 * Candidates must also pass the FAA instrument rating knowledge test with a score of 70% or better.

Flight experience and training

 * Accumulate flight experience per FAR 61.65:
 * Have 50 hours of cross-country flight time as pilot in command, which can include solo cross-country time as a student pilot. Each cross-country must have a landing at an airport that was at least a straight-line distance of more than 50 NM from the original departure point. Cross-country flight procedures must include at least one cross-country flight that is performed under IFR and consists of a distance of at least 250 NM along airways or ATC-directed routing, an instrument approach at each airport, three different kinds of approaches with the use of navigation systems (ILS, LOC, VOR, ADF, GPS)
 * The candidate also needs a total of 40 hours of actual or simulated instrument time, including 15 hours of instrument flight training from a Flight Instructor certified to teach the instrument rating (CFII)
 * Up to 20 hours of the instrument training may be accomplished in an approved flight simulator or flight training device if the training was provided by a CFII.
 * Within 60 days of the practical test, the candidate needs to log 3 hours of instrument training from a CFII in preparation for the test.
 * Receive and log training, as well as obtain a logbook endorsement from your CFII on the following areas of operation: preflight preparation, preflight procedures, air traffic control clearances and procedures, flight by reference to instruments, navigation systems, instrument approach procedures, emergency operations, and postflight procedures.
 * Successfully complete the instrument rating practical test (and oral and flight test), as specified in Practical Test Standards (PTS) for the instrument rating, which will be conducted by an FAA designated examiner.

Operations requiring an instrument rating
A pilot must have an instrument rating in order to act as Pilot in Command of a flight under IFR. The rating is also required:
 * When flying an airplane under Special VFR at night (helicopters are excepted from the regulation.)
 * When flying an airplane carrying passengers for hire, on flights in excess of 50 nautical miles or at night.

IFR currency requirement
Under FAR 61.57, to be eligible to fly in Instrument Meteorological Conditions (IMC) an IFR-rated pilot must accomplish and log at least the following IFR procedures under actual or simulated IMC every 6 months:
 * 6 instrument approaches
 * Holding procedures
 * Intercepting and tracking courses through the use of navigation systems

An Instrument Proficiency Check administered by a CFII within the last 6 months is another way of complying with the IFR currency requirement.

Reference

 * Federal Aviation Regulation 61.65

Reference: Wikipedia "Instrument Rating"

title: Instrument rating


text:
Commercial Pilot License

Commercial
A commercial pilot may be compensated for flying. Training for the certificate focuses on a better understanding of aircraft systems and a higher standard of airmanship. The commercial certificate itself does not allow a pilot to fly in instrument meteorological conditions, and commercial pilots without an instrument rating are restricted to daytime flight within 50 nautical miles when flying for hire.

The FAA often uses the definition of flight which requires a Commercial Pilot Certificate to be any flight for "compensation or hire."

A commercial airplane pilot must be able to operate a complex airplane, as a specific number of hours of complex (or turbine-powered) aircraft time are among the prerequisites, and at least a portion of the practical examination is performed in a complex aircraft.

The requirements are:
 * Be at least 18 years of age
 * Hold a private pilot certificate
 * Be able to read, speak, write, and understand the English language
 * Accumulate and log a specified amount of training and experience; the following are part of the airplane single-engine land class rating requirements:
 * If training under Part 61, at least 250 hours of piloting time including 20 hours of training with an instructor and 10 hours of solo flight, and other requirements including 50 hours of pilot in command cross-country time, i.e. more than 50 nautical miles (93 km) from the departure airport and both solo and instructor-accompanied night flights
 * If training under Part 141, at least 120 hours of training time including 55 hours with an instructor and 10 hours of solo flight, and other requirements including several cross-country, solo, and night flights
 * Pass an aeronautical knowledge test
 * Pass an oral test and flight test administered by an FAA inspector, FAA-designated examiner, or authorized check instructor (Part 141 only)

By itself, this certificate does not permit the pilot to set up an operation that carries members of the public for hire; such operations are governed by other regulations. Otherwise, a commercial pilot can be paid for certain types of operation, such as banner towing, agricultural applications, and photography, and can be paid for instructing if he holds a flight instructor certificate. To fly for hire, the pilot must hold a second class medical certificate, which is valid for one year.

Often, the commercial certificate will reduce the pilot’s insurance premiums, as it is evidence of training to a higher safety standard.

Resources

 * Commercial Pilot License

title: Commercial Pilot License


text:
Wikimania/2007

Wikimania 2007 was in Taipei, from 3-5 August 2007. This page is to coordinate activities at or in parallel to Wikimania that relate to Wikiversity and/or education. We should aim to also do some distance conferencing too, to allow non-local Wikians to "attend" parts of the conference.

Presentations

 * Learning and learning about learning in Wikiversity
 * Free education and free school?

Workshops

 * Wikiversity workshop at Wikimania 2007

Papers

 * Learning and learning about learning in Wikiversity

Coordination
 http://wikimania2007.wikimedia.org/wiki/Technology
 * See /coordination
 * http://wikimania2007.wikimedia.org/wiki/Wikimania_Lounge

The meeting

Wikimania 2007, the third annual international Wikimedia conference will be held August 3-5 in Taipei, Taiwan at Chien Tan Overseas Youth Activity Center.

 * Pre-meeting podcast - on site
 * WikipediaWeekly's meeting coverage
 * IRC channel #wikimania was used to coordinate some aspects of the meeting.

Day 2 of the meeting
There was live audio+video streams available during the Wikimania meeting sessions. You could watch the live streams using VLC media player.

 * Lightning talk at Wikimania, about WikipediaWeekly.
 * Wikimania coverage from AboutUs.org - notes on some Wikimania sessions.

Day 3

 * There were more live audio+video streams available during the Wikimania meeting sessions.
 * Some fragments of meeting content:
 * See the "slides" in PDF format for a study of newly-registered user behaviour (at Wikipedia) by Brianna Laugher.
 * Free education and free school? was mentioned by Teemu Leinonen in his Wikimania presentation.
 * Learning and learning about learning in Wikiversity and Wikiversity workshop at Wikimania 2007 were drafts for and  at Wikimania by User:Cormaggio.

Video Archives

 * NEW: podcasts; ftp-based ogg archive

old

 * Video archives of presentations made at Wikimania 2007 are being compiled. Right click on the links and download the OGG files to your hard drive. If anyone can get these files to play correctly, please post instructions here.
 * It seems like the original OGG files they posted are missing half the frames, or something. . Help with ogg file format audio play. (download file).
 * Mail list post about the archives.

Other session resources

 * Strengthening and unifying the visual identity of Wikimedia projects: a step towards maturity by User:Guillom.

Wikiversity Coverage

 * Wikiversity Gains Momentum - PC World.

title: Wikimania/2007


text:
Nanotechnology/Related news archives

 * (2008) 'Nanoparticles could make hydrogen cheaper than gasoline'
 * "the coatings can be used to retrofit existing electrolysers to increase their efficiency to 85 percent--exceeding the Department of Energy's goal for 2010 by 10 percent"
 * "Instead of switching 170,000 gas stations over to hydrogen, using our electrodes could enable consumers to make their own hydrogen, either in the garage or right on the vehicle"

 * "'Holy Grail' Of Nanoscience: DNA Technique Yields 3-D Crystalline Organization Of Nanoparticles"
 * March 31, 2007 - "Nanobuds" created
 * March 24, 2007 - $200 60 PPM inkjet
 * March 21, 2007 - Nanoscale alphabet reproduced billions times over.
 * March 19, 2007 - Researchers study nanotechnology applications to spintronics
 * March 17, 2007 - New research may speed up the scanning tunneling microscopes (STM's) by 500x, possibly allow atom's vibrations to viewed in real time.

 * March 11, 2007 - MIT Scientists model metals that are 4 time stronger but no more brittle than existing metals.
 * March 9, 2007 - Nanotech desalination membrane created
 * March 6, 2007 - New nano batteries to be brought to market. (See also)
 * March 1, 2007 - Researchers create nano coating the allows objects to reflect no light.
 * March 1, 2007 - MIT and friends develope computer models to aid design of nano materials.
 * February 26, 2007 - New center for nanotechnology given 7.2 million dollars in funding to make a variety of advances in the field.
 * February 23, 2007 - Researchers show fluid dynamics work similarly on nano and macro scales.
 * February 21, 2007 - New process allows stamping of metallic interconnections
 * October 21, 2006 - Nanotech giveth and taketh away. Recently I was researching the potential of aluminum powder to reduce the cost of lunar economic development.  A concept floated a few years back involved terrestial use of lunar platinum to baseline economic development of lunar economy.  Advances in nanotech have now improved the potential of aluminum powder for use in cost effective lunar rocket technologies while also enhancing the potential of terrestial nickel in use as a catalyst in automobile catalytic converters and feul cells.   Terrestial use of lunar platinum now more cost effective than ever but obsoleted by use of terrestial nickel for same applications. []   Mirwin 03:15, 25 October 2006 (UTC)
 * March 16, 2006 - Researchers demonstrate artificial muscles based on nanotechnology
 * August 25, 2005 - Researchers develop long carbon nanotube sheets
 * January 5, 2005 - Researchers awarded $750,000 dollars to research artificial muscles for DARPA for 20 months to convert chemical energy in to direct motion.
 * Year 2000 - Summary of commercialization efforts.

title: Nanotechnology/Related news archives


text:
Teletraffic engineering

The Teletraffic Hyperlinked Textbook

This is the combined work of the ELEN5007 class of 2007 (now ELEN7015).

Modules

 * 1) What is /Blocking/?
 * 2) What are the types of Congestions?
 * 3) /What is Congestion control?/
 * 4) /What is the Engset calculation?/
 * 5)  What is Flow control?
 * 6)  What are Gradings?
 * 7) /What_is_the_High_loss_calculation/?
 * 8) /How does Internet telephony traffic differ/?
 * 9)  What is the limited availability calculation?
 * 10) What is Long-tailed traffic? (6 modules=1course)*
 * 11) What is Mobile Quality of Service? (1 module)*
 * 12) What is Multi-media traffic? (1 module)*
 * 13) What is Quality of Service? (1 module)*
 * 14) /What is queueing/?
 * 15)  What is Routing?
 * 16) /What is tariffing?/
 * 17) /What is Trade in Services?/
 * 18) How do we Manage Teletraffic data?
 * 19)  How is Telephony Traffic Forecast?
 * 20) /How is Telephony Traffic Modelled?/
 * 21) /How is telephony traffic simulated/?
 * 22)  What is Trunking?
 * Existing modules (ca. 2006), to be imported from cnx.org

title: Teletraffic engineering


text:
User talk:Teddy Bear~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.

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title: User talk:Teddy Bear~enwikiversity


text: Category:History of physics

title: Category:History of physics


text:
Autodesk Maya

Wikipedia -> Maya (software) - alt_ligury : ...

It should be noted that this list would never have existed without the remarkable research task of: B4d-Klown, E-maje, Proto, Joss, Pitiwazou,… and of all the team of MAYALOUNGE (I forget some!.). Also included/understood participants of forum CG-TALK and all people, anonymities or not, which one given a little their time and their more accessible work pourrendre this software. I specify that the goal of this page is to be diffused possible, also do not hesitate to copy it, lodge it and propose it to the maximum of forum and the people potentielement interressés by the subject.

TIPS

 * Maya tips and techniques (.mov 56MB) on area.autodesk.com par Autodesk
 * Utiliser maya comme une calculatrice on mayalounge.com par Miracle Max

CLAVIER

 * Les raccourcis clavier on 3dvf.com

ESPACE DE TRAVAIL

 * Affichage

HOTBOX

 * Tout les outil de maya à porter de main

MODELING
POLY

BASES
 * Extrude Face and Edge Along Curve on digitaltutors.com par digitaltutors.com

 * Les principaux outils de modélisation polygonnale on 3d-station.com par Pitiwazou

 * Bases pour apprendre à modéliser un visage on 3d-station.com par Pitiwazou

OBJECTS
 * Chope LPM on 3d-station.com par Saitham
 * Environmental photo references and free 3D tutorials
 * Modeling a Tennis Ball on 3dtotal.com par Christer Bjørklund
 * Modeling on christerb.com par christer bØrklund
 * Modeling a basketball on kursatturkay.port5.com par kursatturkay
 * Modeling a Star Wars Walker on highend3d.com par Marco Savini
 * Brownstone Modeling on arch.columbia.edu par GSAPP and COLUMBIA UNIVERSITY

HUMAN
 * Modeling a foot on 3d.sk par Steven Stahlberg
 * Nigo on 3dtotal.com par Pitiwazou
 * MODELISATION POLY 3DS Max 3.x, 4.x on mr2k.3dvf.net par MROGER
 * Complete Beginners modelling translated on 3dtotal.com par David Silva
 * Modeling of "Kreacher" on 3dtutorials.sk par Julian Johnson - Mortimer

NURBS

BASES

OBJETS
 * Airport Hangar (NURBS Modelling II) on arch.columbia.edu par GSAPP and COLUMBIA UNIVERSITY
 * Faire une révolution on dreaming-moon.com par MaD
 * Faire une révolution on dreaming-moon.com par MaD

HUMAN
 * Video sur la modélisation en Nurbs d'un oeil on 3d-station.com par Pitiwazou
 * Creating A 3D Eye (Nurbs) on johnson-mortimer.co.uk par Steven J. Tubbrit
 * The Eye Ball on andrew-whitehurst.net par Creative Commons License.
 * Using extrusion and merging to create a t-spline toad model on www.xxeb.net par T-Splines, Inc.

ANIMATION
ANIMATIC
 * ANIMATIC Matrix on xsila.com par Pixel Liberation Front

RIGGIN
 * Character Rigging In Maya on johnson-mortimer.co.uk par Steven J. Tubbrit

- Continuation Mayalounge.com -> Tutoriel Maya

...

title: Autodesk Maya


text:
User talk:Aubrey~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.

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Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:29, 17 March 2015 (UTC)

Renamed
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title: User talk:Aubrey~enwikiversity


text: Category:Biotechnology

title: Category:Biotechnology


text:
Christian mysticism

“Everyone is called to be a monk because a monk is supposed to be a perfect Christian!” (St. John Chrysostom)

“Every Christian is called to the heights of intimate mystical union with God.” (Pope John Paul II)

Pope John Paul II once spoke of the richness of Eastern Christian Spirituality, with its emphasis on “divinization,” the process whereby a Christian is transformed into a sharer in the Divinity of Christ by the power of the Holy Spirit. The Holy Father pointed out that this emphasis on divinization reflects a conviction that every Christian is called to the heights of intimate mystical union with God.

The Eastern Christian strives more to participate-in than to imitate the activity-of Christ. In the light of Eastern Christian Spirituality, true holiness lies in a heartfelt identification with Christ in the mysteries of His Life, Passion, Death, and Resurrection, and [identification] in the mysteries of His Life in souls, together-with a wholehearted abandonment to the working of the Holy Spirit, which [abandonment] allows Him to animate one’s every thought, word, and action from within.

It is remarkable that during the past 100 years, the Holy Spirit has seen fit to affirm and exalt the principles of the Eastern Christian Spiritual Tradition through the lives and writings of several Western Saints, Blesseds, Venerables and Servants of God. But, He has done more than that. He has also shed new light on the mysteries of the Interior Life of Jesus.

Indeed, through these mystical writings, the Holy Spirit has actually given Latin Christians the gift of an unprecedented understanding of the Interior Life of Jesus. This understanding of the Interior Life of Jesus can lead to a deeper and more complete participation in the Divine Life of God which, in turn, will lead to a new growth of Holiness in the Church and in the World.

To learn more about Mysticism as “The Spirituality for the 21st Century”, click here. To learn more about contemporary Christian Mysticism click here.

🇨🇴

Wikipedia

 * Christian mysticism
 * Mysticism
 * Kabbalah
 * A Course in Miracles

Wikisource

 * A Course in Miracles

title: Christian mysticism


text:
Talk:Introduction to Permaculture

Hydroponics
Implying that hydroponics is synonymous with permaculture is ridiculous sorry. 86.41.202.72 14:24, 10 November 2012 (UTC)

title: Talk:Introduction to Permaculture


text:
Talk:Green building

Solar energy
I'm interested in researching and developing some cheap easy Green building plans straw bail houses, yurts, etc.. Anyone else? Please leave a note here or on my user talk page. --CQ 17:58, 2 March 2007 (UTC)

a
http://www.jetsongreen.com/2009/09/scottsdale-firehouse-gets-leed-platinum.html

title: Talk:Green building


text:
Talk:Introduction to Environmental Engineering

Ecovillages
I would like to start some R&D on Ecovillage bioneering. Anyone else interested? We have the Ecovillage Wiki up and running. Please respond here or on my user talk page. CQ 16:55, 2 March 2007 (UTC)

Question
Just interested to know your thoughts on the ecological impacts of removing all dead wood from a forested region. Prevention of forest fires does definitely help us humans but I do believe that the decomposition/incineration of old wood is a relatively useful process for the retention of forest resources. When a tree grows it removes minerals and nutrients from the soils, and when it dies they are returned back into the soil through decomposition. So effectively removing dead wood on a regular basis would have a similar effect to taking a living tree. Obvioulsy this is in reference to nutrient retention in the particular ecosystem and the bacteria and insects that take part in this process. I do acknowledge that a living tree provides many other services to a forest and its inhabitants.

I am not particularly knowledgable on this subject and genuinely interested on your views, as I like the idea alot.

Sammas 18:45, 11 March 2008 (UTC)

Alternatives to waste water management-- woodflour (sawdust) as composting medium
Many developing countries cannot afford water treatment technology, and water-borne infections claim millions of lives yearly. Meanwhile, unwanted deadwood causes billion dollar fires in the western U.S. and central Australia, deforestation in the tropics. What's wrong with this picture?

Imagine that the U.S. taxpayer decided to fund a giant guest-worker program to bring in a hundred million workers, all ages and genders, to pick and clip trillions of dead sticks and branchlets from the U.S. forest understorey (say, up to 20 feet from the ground and within 200 feet of any railroad track, truck-access road or streambed).

Labor force rarin' to go
There are 2 million Iraqi refugees in countries like Jordan, and the U.S. so far has accepted 2000 (two thousand).

Mia Farrow's photos of refugee camps in southern Sudan and Chad show a moonscape devoid of any stick or blade of grass. She explains that there is a "tree line" about ten miles from each camp and receding. Women walk twenty miles a day to cut, bundle and carry a load of firewood to cook the edibles provided by international agencies.

Madera Marshall Plan
Couldn't at least one member of each family in each refugee camp be imported to the American west, given camp residence in a railway car, roadside FEMA trailer or other container with food and medical care (Halliburton and other contractors are ready to do this kind of job, aren't they?-- and U. S. soldiers return from Iraq to provide security, etc.), provided an anvil pruner, ratchet pruner, ax and saw, etc., bailing string or wire, and paid a low (for U.S.)/high (compared to their homeland) wage from which they can send something to their families as Mexicans do today.

 * High quality roundwood

Wood good enough for carpentry and manufacturing would be logged and loaded on trucks to deliver to town (dead wood only, remember).

 * Low quality roundwood-- long

Wood too rotted, weathered or otherwise poor for quality indoor carpentry use would be kept at the campsite, cut in 48" (40" etc.)lengths, notched near the ends like the LINKIN' lOGLETS toy sets, and used to build up MAXPOST BINS, each on an old pallet imported from town or equivalent, into which smaller flammable brush would be centralized (and mixed with woodflour/sawdust, and other composting ingredients) instead of allowed to lie around causing fires as happens presently. Many bins would be constructed, and all sanitary needs of workers in the project met in this way.

 * Low quality roundwood-- short

Rotted wood too short for bin-making should be processed in chipper/shredders, to produce chips for roadbeds, mulch, erosion prevention etc., and pulverisers, to produce the fine particle size known in the trade as woodflour (same thing as sawdust) which is just about the best composting medium known.

Maxpost International
The woodflour not used locally is to be loaded in sacks (or recycled 5-gallon buckets) and delivered everywhere on the planet that human (or livestock) waste disposal is an issue and composting the answer. (The beauty is, in many cases the guest workers will be hand-harvesting material here which will go to prevent water-borne diseases in their country of origin).

It goes without saying that septic compost is to be delivered not to agriculture but to reforestation projects, in remote areas where no human-destined edible crops are planted.

 * Machinery

The chipper and pulverisor machines used in this program would best be on the small side, less than a meter wide so that a standard forklift pallettruck can delivery them into key locations in the forest, up to 200 feet from a highway or streambed. References need to be made to manufacturers introducing machines of this size and type. There is the question whether solar electrification, using panels installed in treetops, can charge batteries used to run such a machine or whether fuels will have to be imported, gas cannisters or whatever.

Bushwater
(This magnificently named program, if initiated before January 2009, would have the backing, understandably, of the incumbent U.S. chief executive who would doubtless be charmed by the reference to his name in a program aimed at preventing bushfires.)

 * First a foot or two layer of woodflour/sawdust is laid in the deepest parts of the creekbed, which will catch rainwater in the infrequent showers of the rainy season.

 * Then a foot or two layer of chips, shreddings, etc. to hold the soaky woodflour down.

 * Next all the loose, straggly, itchy thin branches, brush, stubble, weedstalks would be clipped, bundled, and delivered to the nearest dry or seasonally dry creek bed, ravine, gully, wadí where it would be laid atop the under-bed of woodflour (sawdust) and chips (shreddings). This structure to serve henceforth as a way of retarding part of the rainwater runoff and converting that into mounds of reverdent vegetation.

 * Finally, drop some fast-growing invasive seeds down in the above mass-- Government-Approved Industrial Hemp (GAIH), Weepy Long-Leaf Water Tree (WLLW), Ancient Chinese Jewtown Watertree (Ailanthus, or the Tree that Grew on Maxwell Street), Tangy Toke Leaf Desert Tree (Eucalyptus), Shaky Quaky Spade Leaf Water Tree (Poplar, Aspen) and others. Soon it will bush up greeen and vibrant in pursuit of reforestation.

 * Upland Pallet-Plywood-Pavement Road System

But first, after trucks have delivered loads of old pallets and reusable pieces of old plywood from town to any typical roadside encampment, a lift truck will deliver this material into the adjoining forest areas (bringing out roundwood and other products on the return trip), while teams of workers build a road system based on pallets laid end to end with plywood nailed down on top, more than one layer if necessary, to make the road strong enough to withstand the weight of a lifttruck carrying a thousand-pound load of more pallets and plywood into the forest, or roundwood logs and sticks and other products out of the forest, which will be trucked downtown to carpentry shops and made into office furniture, toys etc.

Thus a meter-wide pallet-based road network will convert all treated streambeds into a part of the access system which includes truck roads and train lines.

 * HEMIGRATION for labor force

Each October a flotilla of old vessels would deliver millions of Bushwater laborers to the southern hemisphere where they would perform similar drywood harvest jobs in Brazil, Australia and other countries. In April the workers return north. Each such vessel, also known as a Workship, would also have many containerloads of wood scrap loaded on board which the passengers can work with en route, producing carpentry that can be sold at the destination port, thus earning funds to more than pay their passage. (An industry should also be developed for repairing old vessels instead of scrapping them, and fitting them with multiple energy sources, so for example on a certain day wind power may be enough to supply two knots of speed, solar-electric another two knots, etc., and the resident travelers have plenty of carpentry to do en route if the ship takes a month to get where it's going.

 * Citizenship offer

Laborers who learn English (or Portuguese, Spanish etc.) and complete 3, 6 or other given number of semesters of honorable fire-prevention work, would get to choose a new nationality such as U.S., Brazil or whichever, and receive a fast-track naturalization, including for entire families. This type of work is arguable the most educating on the planet and helps provide character development so that the naturalized citizens will be a good acquisition for the destination country.


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User:PatrickFitzgibbon

Soren Kierkegaard Historical Introduction to Philosophy

title: User:PatrickFitzgibbon


text:
User:ChristopherAquinto

Hegel Scratch PageHistorical Introduction to Philosophy

title: User:ChristopherAquinto


text:
User:Spfergus

Karl Marx Karl Marx Page-Ferguson Historical Introduction to Philosophy

title: User:Spfergus


text:
User:EricSchmurr

Historical Introduction to Philosophy Leibniz Scratch Page

title: User:EricSchmurr


text:
User:Herberthartline

Hume Scratch Page Historical Introduction to Philosophy

title: User:Herberthartline


text:
Historical Introduction to Philosophy/Determinism and the Problem of Free-Will/Content to be Synthesized

The most compelling argument I've ever found in favour of us NOT having Free Will relies on the definition we give to Truth. If we take 'Truth' to mean that if a thing is true, it is so for now and always, that is a 'mathematical truth' e.g. 2 and 2 equals 4 today, tomorrow and presumably beyond the rundown of the Universe itself just as it was 'true' even before the Big Bang. Or 'contingent truth' such as 'it is raining' is true if and only if at the moment I utter those words rain has stopped play at Wimbledon for example. Let's decide that 'true' shall mean the first kind (2 plus 2 equals 4) Then a man who has fear of dying by drowning may spend a lot of money for the best swimming coach in the world to give him lessons or he may decide to live in a place far from the sea, never travel by ship etc. etc.and take all other precautions imaginable and they will all be irrelevant and he will waste his money on swimming lessons because it is ALREADY true that he will die by drowning or he will not die by drowning.(Of course he doesn't know which) If he is to die by drowning then no amount of precautions will save him from it. If he is not to die by drowning then his efforts are superfluous.(He gets hit by a truck for example),and he's wasted a lot of money on swimming lessons. This sounds as though it could come from the Rubiyat of Omar Khiyahm - ('It is written") and you can't get more fatalist than that.Instinctively, emotionally we want to reject it, to deny it but I have not yet found the LOGICAL argument that defeats it.John Ruddy Username:Ruddyjohndeniro 12:55, 2 March 2007 (UTC)

One successful demolition of a fatalist argument/example can be given though it is case-specific (as to causes of deat)h and does nor  have the Present Past and Future scope necessary to the Truth as expressed  (2 and 2 equal 4) above; The fatalist example goes like this: (I forget from which Greek, the preSocratics I think) A traveller in a foreign land gets very thirsty. He knows there is a well in the next valley off the road. He deviates from the path, goes to the well. There he is surprised by a bunch of brigands, robbed of his goods and killed. The fatalist reduces the cause of this man's death to the fact that he got thirsty. Because IF he hadn't been thirsty he wouldn't have gone to the well. IF he hadn't gone to the well he would have escaped the robbers IF he had escaped etc etc. I suggest this man died not because he was thirsty but because he received a fatal wound/blow to the head what have you. The fatalist replies " Sure but where did and how did he get the wound? At the well! And why was he at the well? Because he was thirsty!!"deniro 12:55, 2 March 2007 (UTC)

It is easier to repeat this outline (IF he had, or If he hadn't..) and my refutation of it in a modern setting and one precise event to avoid the vagueness of 'beaten to death'. A pair of newlyweds are saving for a house of their own. The wife sees a coat(say)she can't resist. She buys it although its very expensive. The husband when he find out is furious. He drives to the Pub. Drinks too much. During his drive home under the influence he crashes the car, snaps his neck in the impact and dies instantly. For the fatalist this man died because his wife bought an expensive coat. I say he died because he snapped the spinal chord in his neck between the third and fourth vertebrae. The Fatalist comes back "Sure he broke his neck in the accident. But why did he have this accident? He was drunk driving. Sure but why was he drink driving. He was drunk. He drank too much . He was angry. And why was he angry? Because his wife bought an expensive coat.!! However, consider this (and this is the limit of my refutation: it can only apply to the past action) People get drunk and don't die. People get angry and don't die. People have profligate spouses and don't die. People have road smashes and don't die.But NOBODY, in any circumstance or emotional state, drunk or sober, pleased or angry, in a car or on foot SNAPS THEIR SPINAL CHORD BETWEEN THE THIRD AND FOURTH VERTEBRAE AND LIVES.Medical science gives only that as "cause of death". Other causes can only be contingent because not necessary (not in the pure math sense of 2+2=4 'necessity') but'not necessary'in that any number of other crcumstances may have intervened. She could have lied about the coat and said it was a present. Or promised to take it back the next day.He could have taken it as a joke. Or demand she work overtime to pay for it; the list is endless. We can imagine all sorts of different out-comes till the moment the car hit the tree and the shock jerked back his neck and snapped it. Or the distinction between contingent outcome and necessary outcome can be shortened and demonstrated by these two sentences, like so:- Seeing his anger, she could have decided to take the coat back to the store, for example. (A contingent possibility) But once the spinal chord in his neck snapped there was no question that he 'could have ' decided to go on living. This can be a useful (small) tool in resisting fullblown Fatalism. More embarrasingly it could be used to throw a smallish spanner in the works of the Determinists, just to embarrass the prevailing Orthodoxy. All in good fun.


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Islam/Introduction

Islam is one of the major monotheistic religions of the world. More than 1 billion people practice the religion all over the world making it the second-largest religion in the world. The followers of Islam are called Muslims.

Muslims believe in one God, commonly referred to as Allah (Literally, "The God" in Arabic; the word is pronounced Aal-lah).

Basics
The main points of the Islamic creed comprise: belief in God, his Messengers, his Angels, his Revelation, Day of Judgement, Fate and Eternal life after death.

Although all of a believer's life comprises worship, this is achieved in a believer's life in practice through pure worships and following a moral code in all transactions, whether they be trade, work, politics and social relations.

The worships comprise of mandatory and recommended worships. The well known mandatory worships comprise:

Muslims are required to adhere to the 5 basic Pillars of Islam which are obligatory for them. These are Shahadah (belief in Allah and His Prophet), Salat (prayer), Zakat (alms-giving), Sawm (fasting), and Hajj (Pilgrimage to Makkah).

Shahadah
see Wikipedia article Shahadah

Prayer
These prayers are called 'Salat' in Arabic. Five times a Day.
 * 1) Fajr: Performed at dawn, before sunrise
 * 2) Zuhr: Performed at midday
 * 3) Asar: Performed at the late part of the afternoon
 * 4) Maghrib: Performed after sunset
 * 5) Ishaa: Performed between sunset and midnight

Payment of a Tax
All Muslims that have "nisab" (minimum amount of wealth that makes Zakat payable), they must calculate and pay their Zakat exactly one lunar year from this day. A person has to pay 2.5% of their wealth as Tax.

Fasting the month of Ramadan
There are about 30 Fasting in the Month of Ramadhan (A lunar month of Arabic Calender) in which a person can't eat and drink from just before sunrise to sunset.

Performing Pilgrimage to Makkah
A Muslim will visit Makkah in the Month of thul Hijja (A lunar month of Arabic Calender). Recommended worships include superogratory prayers, invocations, recitation of the Quran, superogratory fasts to mention but a few.

title: Islam/Introduction


text:
User:Paigeinator

Hi im Paige

title: User:Paigeinator


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User:Tda 666

Details
Name: Dan D.O.B.: 09/12/1986 (dd/mm/yyyy) Location: Birmingham, United Kingdom Ethnicity: White/Caucasian Religion: Agnostic Occupation: Sales Assistant

title: User:Tda 666


text:
User talk:Jawboot~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 Jawboot. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Jawboot~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 23:34, 17 March 2015 (UTC)

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

title: User talk:Jawboot~enwikiversity


text:
User talk:Paigeinator

French Mentoring
Salut, Paige. You are listed at the French stream as being a beginning student of French who is interested in learning French. The French Mentoring project has recently been launched, and if you add your name to that list, I will do my best to put you in contact with an appropriate Mentor who would be glad to help you. The Jade Knight (d'viser) 09:39, 22 November 2008 (UTC)

title: User talk:Paigeinator


text:
User talk:Winfred

how do you query a database to specifically give you a statement for example a SENTENCE that begins with letter "A"

title: User talk:Winfred


text:
User talk:Tda 666

Hi Dan - welcome to Wikiversity - hope you stick around. Below are some links you might find useful. Cheers! Cormaggio beep 14:55, 3 March 2007 (UTC)

title: User talk:Tda 666


text:
Help:Color schemes 4

Is created by this

{| width=100% align=center style= "text-align:center;background:#4169e1;-moz-border-radius: 30px;" {| width=90% align=left style= "text-align:left;background:#4169E1;-moz-border-radius: 100px;"
 * colspan=2 |
 * colspan=2 |
 * - style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;"

{| width=80% align=left style= "text-align:left;background:#4169E1;-moz-border-radius: 100px;"
 * }
 * - style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;"

{| width=70% align=left style= "text-align:left;background:#4169E1;-moz-border-radius: 100px;"
 * }
 * - style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;"

 * }

{| width=60% align=left style= "text-align:left;background:#4169E1;-moz-border-radius: 100px;"
 * - style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;"

{| width=50% align=left style= "text-align:left;background:#4169E1;-moz-border-radius: 100px;"
 * }
 * - style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;"

{| width=40% align=left style= "text-align:left;background:#4169E1;-moz-border-radius: 100px;"
 * }
 * - style= "text-align:center;background:#000080; color:white;-moz-border-radius: 100px;"

 * }

 * }

title: Help:Color schemes 4