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UTPA STEM/CBI Courses/Organic Chemistry/Chromatography

Course Title: Organic Chemistry

Lecture Topic: Chromatography

Instructor: Debasish Bandyopadhyay

Institution: The University of Texas-Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Identify various colors
 * Know the name of various separation techniques
 * Recognize the difference between chromatographic separation with several other techniques
 * Sub Objectives- The objectives will require that students be able to:
 * Get an overall idea of some common organic solvents
 * Learn about capillary action

 * Difficulties- Students may have difficulty:
 * Get an overall idea of some common organic solvents
 * Learn about capillary action
 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Chromatography is used as a technique to separate the additives, vitamins, preservatives, proteins and amino acids. Some other chromatography uses are in the detection of drugs or medications in the urine and the separation of traces of chemicals in the case of fire in houses or buildings.
 * Chromatography has evolved to be one of the most widely used chemical techniques to separate particles and contaminates in chemical plants. For example, in the chemical industries, pesticides and insecticides like DDT in the groundwater and PCBs (Polychlorinated biphenyls) are removed by the process of chromatography. As a major testing tool, chromatography is used by government agencies to separate toxic materials from the drinking water and also to monitor air quality.

Model of Knowledge

 * Concept Map
 * Understanding of why separation is needed
 * Understanding of polarity of solvents
 * Understanding of polarity of organic compounds
 * Predicting various solvent systems
 * Capillary action

 * Content Priorities
 * Enduring Understanding
 * The governing principle of chromatography is that different chemicals in a mixture have different degrees of dissolving in a liquid or sticking to a solid surface.
 * Chromatography can identify a chemical and separate it from a dense mixture of other chemicals and show it on a surface. text
 * Various chemicals in a mixture have different sticking ability on a surface. By varying this process in many ways, the chromatography technique can be used to separate any amount of quantities ranging from micrograms (in laboratories) to tons (in chemical plants)
 * Important to Do and Know
 * In the chromatography processes, a stream of liquid that is called as mobile phase is made to flow through a tube known as column, and it is packed with porous solid material, called as the stationary phase.
 * The sample of the mixture that is to be analyzed is sent through the mobile phase and as the mixture proceeds in the tube, the compounds are separated. Chromatography is preferred over many other techniques as it doesn't cause any molecular changes in the composition of the chemicals involved.
 * In the field of organic chemistry and pharmacy, chiral compounds are very close to each other in terms of atomic or molecular weight, element composition, and the physical properties. However, they exist in two different forms, called as the enantiomers and optical isomers. Both these compounds though may appear to be same, have very different chemical properties. So, in pharmacy, chromatography becomes crucial to analyze the exact chiral compound so that correct medicines can be manufactured.
 * Worth Being Familiar with
 * Chromatography refers to a set of techniques used to separate different compounds. The word comes from the Greek chromatos (color) and graphein (to write).  So, as one might guess, chromatography involves separating chemicals and identifying them by color.
 * It is commonly used in laboratories to isolate new compounds, analyze subtle differences between different environmental samples, and even in the sequencing of DNA.

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Different chromatographic procedure for undergraduate students
 * Thin layer chromatography
 * Homework (individual)
 * What is an everyday item that could be separated using paper chromatography?
 * Do you use chromatography to separate homogeneous mixtures?
 * Summative Assessment
 * Run thin layer chromatography (TLC) of a two component mixtures
 * Column packing for column chromatography

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to:
 * To separate pigments found in markers. (Rose Art works the best. Do not use Crayola- won't separate)
 * To determine the primary colors of pigments.
 * To calculate the Rf value of primary colors.

The objectives will require that students be able to:
 * Guess about the polarity of organic solvents
 * Measure solvent front and compound front i.e. in turn, the Rf value of the compound
 * Prepare the concentration of the solution to be used for separation

THE CHALLENGE

The unique chromatography experiment works extremely well and promotes insight and scientific inquiry of chromatography. The project is suitable for people of all ages.

GENERATE IDEAS

Column chromatography: The stationary phase is a powdered adsorbent which is placed in a vertical glass column. The mixture to be analyzed is loaded on top of this column. The mobile phase is a solvent poured on top of the loaded column. The solvent flows down the column, causing the components of the mixture to distribute between the powdered adsorbent and the solvent, thus (hopefully) separating the components of the mixture so that as the solvent flows out of the bottom of the column, some components elute with early collections and other components elute with late fractions.

Thin Layer Chromatography: The stationary phase is a powdered adsorbent which is fixed to a aluminum, glass, or plastic plate. The mixture to be analyzed is loaded near the bottom of the plate. The plate is placed in a reservoir of solvent so that only the bottom of the plate is submerged. This solvent is the mobile phase; it moves up the plate causing the components of the mixture to distribute between the adsorbent on the plate and the moving solvent, thus separating the components of the mixture so that the components are separated into separate "spots" appearing from the bottom to the top of the plate.

Gas Chromatography: The stationary phase is a high-boiling liquid. (Think of it as a viscous oil, or waxy substance.) This high-boiling liquid is packed into a long, narrow glass or metal column. The mixture to be analyzed is loaded by syringe into the beginning of this column. The mobile phase is an inert gas which continuously flows through the column. The components of the mixture distribute between the stationary high-boiling liquid (these components are either condensed or absorbed on the high-boiling liquid) and mobile gas (vapor) phase moving through the column. The gaseous mixture flows through a detector at the end of the column and if it has been successfully separated, the components show as different 'blips' or peaks on a recorder.

MULTIPLE PERSPECTIVES

In Gas Chromatography, the determining factor in how fast a component travels is usually (but not always) the boiling point of the compound. (If a polar high-boiling liquid adsorbent is used in the GC column, the polarity of the components determines the elution order.) In Column and Thin Layer chromatography, the stationary phase (the adsorbent: silica gel or alumina) is polar, and the polarities of both the component of the mixture and the solvent used as the mobile phase are the determining factors in how fast the compound travels.

RESEARCH & REVISE

Column chromatography is used to separate and purify components of a mixture. TLC and GC are usually (but not always!) used only to analyze mixtures: to determine the number of components and to see if a desired component is present. TLC is often used to determine the "ideal system" for a column chromatography procedure (as explained in the following paragraphs).

TEST YOUR METTLE

Determining solvent systems for TLC and Column Chromatography

GO PUBLIC

Chromatography is a method of separating out materials from a mixture. Ink is a mixture of several dyes and therefore we can separate those colors from one another using chromatography. When ink is exposed to certain solvents the colors dissolve and can be separated out. When we expose a piece of paper with ink on it to a solvent, the ink spreads across the paper when the ink dissolves. Some inks are water-soluble, so you can use water as the solvent. Inks which are not water soluble are often alcohol-soluble and you can use Isopropyl alcohol as the solvent to create your chromatograph. Different ink pens use different types of ink and this is obvious when you expose the ink to a solvent. A banding pattern of the components of the ink mixture is called a chromatograph. Follow the instructions below to discover which pen was used to write a note.

Pre-Lesson Quiz

 * 1) What is chromatography?
 * 2) How the term “chromatography” has been derived?
 * 3) Who invented chromatography?
 * 4) What is retention factor (Rf)?
 * 5) What is polarity of solvent?
 * 6) Which one is more polar- methanol or hexanes?
 * 7) Which one is less polar- ethyl acetate or diethyl ether?
 * 8) How TLC spots are typically visualized?
 * 9) How Rf is calculated?
 * 10) What is a stationary phase?
 * 11) What is slurry?
 * 12) What is eluent?
 * 13) What is absorbent?
 * 14) What is a mobile phase?
 * 15) What is flow-rate?
 * 16) What is a “gravity column”?
 * 17) Mention the name of a “mixed chromatography” technique.
 * 18) What is the “bed” of a column?
 * 19) Mention the name of two commonly used packing materials.
 * 20) What should be the ration of bed: slurry for an ideal column?

Test Your Mettle Quiz

 * 1) What is the significance of Rf ?
 * 2) How Rf can be measured?
 * 3) Give the name of a common stationary phase in column chromatography?
 * 4) Give the name of a common mobile phase in gas chromatography?
 * 5) Why is it important to avoid air bubbles in the column during chromatography?
 * 6) What property does paper chromatography make use of to separate its components?
 * 7) What is Van Deemter equation?
 * 8) What kind of packing material you will select to separate a basic mixture by column chromatography?
 * 9) What kind of packing material you will select to separate a acidic mixture by column chromatography?
 * 10) What is dielectric constant?
 * 11) How dielectric constant influences the polarity of a solvent?
 * 12) What is “Ion-exchange chromatography”?
 * 13) On which principle “Ion-exchange chromatography” works?
 * 14) To separate amino acid mixture what chromatographic technique should be followed?
 * 15) What chromatographic technique should be followed to separate proteins?
 * 16) What are the uses of chromatography in science, medicine and law enforcement?
 * 17) What chromatographic technique should be followed for the determination of the components a plant contains?
 * 18) What is “preparative TLC?”
 * 19) How does column chromatography works?
 * 20) Is it feasible to use column chromatography for quantitative analysis? Why or why not?


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User talk:Rgalvan

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UTPA STEM/CBI Courses/Calculus/Applications of Trigonometric and Inverse Trigonometric Functions

Course Title: Pre Calculus with Trigonometry

Lecture Topic: Applications of Trigonometric and Inverse Trigonometric Functions

Instructor: Dr. Andras Balogh

Institution: The University of Texas-Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Use trigonometric and inverse trigonometric functions to calculate angles and sides of a right triangle

 * Sub Objectives- The objectives will require that students be able to:
 * Convert between miles per hour and meters per second
 * Practice the use of trigonometric and inverse trigonometric functions to calculate sides and angles of a right triangle.

 * Difficulties- Students may have difficulty:
 * Understanding and visualizing a word problem
 * Working with decimal numbers
 * Basic values of trigonometric functions

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Understand the dangers of drive by shootings
 * Understand how the U.S. court system works
 * Understand how fast 35 miles per hour really is

Model of Knowledge

 * Concept Map
 * trigonometric functions
 * inverse trigonometric functions
 * trigonometric functions
 * applications of trigonometric functions
 * graphs of trigonometric functions
 * equations with trigonometric functions
 * trigonometric identities
 * inverse trigonometric functions
 * vectors
 * sequences and series
 * the Binomial Theorem
 * conic sections
 * parametric equations
 * polar equations

 * Content Priorities
 * Enduring Understanding
 * trigonometric functions
 * inverse trigonometric functions
 * Important to Do and Know
 * unit conversions
 * Pythagorean Theorem
 * Worth Being Familiar with
 * calculating with decimal numbers
 * rounding numbers
 * guns
 * cars

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * text
 * text
 * Homework (individual)
 * text
 * text
 * Summative Assessment
 * worksheet: calculate values of inverse trigonometric functions
 * text

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to:
 * Draw right triangles and identify the different sides based on a word problem.
 * Calculate the sides of a right triangle using angles and trigonometric function.
 * Calculate the angles of a right triangle using side lengths and inverse trigonometric function.

The objectives will require that students be able to:
 * convert between mph and m/s

THE CHALLENGE

Sixteen-year old Bobby is charged with premeditated murder. You are the defense lawyer. The prosecution claims that One of the passengers died, another was seriously wounded. Bobby claims that the car stopped, the passengers threatened him with guns, and he acted in self-defense. You have to draw a picture for the jury, and try to convince them that there is a reasonable doubt for the prosecution's claim to be true.
 * Bobby waited in front of his house, 6ft from the street, for his estranged gang members to drive by,
 * The passengers of the car were passing by minding their own business, at the maximum allowed speed of 35mph.
 * Bobby shot a whole magazine from his semiautomatic hand gun into the passing car through the rear window, hitting the backseat.

GENERATE IDEAS Students will need several days to think about what additional information is needed.
 * What kind of hand gun was used?
 * What is the fire rate of the gun?
 * How many bullets were fired?
 * The rear window was closed initially and was broken subsequently by a bullet.
 * The bullet ricochets off from the window if the angle is less than 20 degrees.
 * Once the car passes the shooter, the bullets will hit the front seat instead of the backseat.

MULTIPLE PERSPECTIVES

Different approaches might lead to the same result.
 * Try to show that the number of bullets that can be fired into the car passing at 35mph is less than the number really fired,
 * Try to show how slow the car must have been if the given number of bullets were fired.
 * Try to show at what angle the first bullet would have hit the window if the all the bullets were fired into the car passing by 35mph.

RESEARCH & REVISE

After students figure out the geometric picture, explain how trigonometric and inverse trigonometric functions can be used. They have to figure which one to choose and when.

TEST YOUR METTLE

Do the calculations using right triangles, trigonometric and inverse trigonometric functions.

GO PUBLIC

Students should be able to calculate sides and angles of right triangles using different trigonometric and inverse trigonometric functions. Students have to make group presentations in a courtroom setting, explaining the significance of their findings to the jury. The rest of the class members have to come to a decision about the guilt beyond a reasonable doubt of the defendant. Votes will be cast by clickers.

Pre-Lesson Quiz

 * 1) A car travels at 35 mph.
 * 2) How far will a car travels in 10 seconds?
 * 3) How much time does it take for the car to travel 100ft?
 * 4) In a right triangle with shorter sides of length 6ft and 15ft
 * 5) How long is the shots per hypothenuse?
 * 6) What are the angles of the triangle?

Test Your Mettle Quiz

 * 1) Bobby used a Glock 17, which has firing rate of about 1,100 / minute. He fired the whole magazine into the passing car that had speed 35 mph. Bobby was standing at a distance of 6ft from the street.
 * 2)  How much time should it take to empty the magazine?
 * 3)  How much distance would the car have travelled during that time?
 * 4)  At what angle must the bullet have hit the car?
 * 5) Draw a figure of the above scenario and describe the reason why the above story is not reasonable.
 * 6) Recalculate the answers to the above questions assuming that the car stopped in front of Bobby, initially, and then accelerated at a constant rate to 40 mph in 10 seconds.

Bobby used a Glock 17, which has firing rate of about 1,100 per minute. That equates to over 18 rounds per second with this handgun. The prosecutors story is not possible.


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User talk:AnakngAraw

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User:Chocoriku

My name is Preeyapha Arwouchanon. My nickname is May because I was born in May. I'm studying Tourism Industry Management at Mahidol International College.

Homework

The specs on the best PC

Motherboard	= GIGABYTE GA-EX58A-UD3R

Processor 		= Core i7 930 2.80

Memory 		= G.SKILL DDR3 TRI-CHANNEL 6RM/1600

Case 		= CM690II or Lian-Li Lancool K62

Power supply 	= EG465P-VE (FMA) 460 W 2,650.-

Floppy drive	= FLOPPY DISK DRIVE 1.44 MB EXTERNAL HOST POWER US

Hard drive 	= WD WD1001FALS

CD/DVD/? = LG/Lite On

Keyboard 	= Logitech 2400

Mouse 		= Logitech 2400

Video card 	= 5870 1GB DDR5 or GTX 470 1280MB DDR5

Monitor 		= LG E2040T-PN

Sound card 	= Asus Xonar Hdav 1.3 deluxe

Modem 		= DLINK DSL-2640T

Homework

What is the best smartphone operating system and why ?

Ans. It is depends on what do people need their smart phone for. In my opinion, I think that iPhone OS is the best smartphone OS because Iphone OS built for Internet-centric devices, which is not only functional but fun, and it makes extending the phone's capabilities with new applications extremely easy.There are many terrific things about iphone OS, such as the Safari browser, the OS's music, and video programs. The Safari browser makes navigating around sites that were never designed to be viewed on a phone remarkably simple. And the OS's music and video programs truly are of iPod caliber. Moreover, Apple opened up the iPhone to other developers to develop thousands of programs that are available to download them directly via the App Store is a cakewalk. The best ones, such as Facebook and the Evernote note-taker, are outstanding. iPhone OS is easily the most enjoyable and intuitive phone operating system in existence.

Homework

Social Networking

1. What is the site you selected? Ans:http://m.cellufun.com/ 2. What is the site's purpose and why is it considered a web 2.0 site? Ans: The purpose of the site is a mobile social gaming network that use as a place to hang out and play games with friends on a mobile phone and also available on the web too. Cellufun is considered as a web 2.0 because it consists of applications that facilitate interactive information sharing. Cellufun is a social-networking site that allows its users to interact with each other as contributors to the website's content. 3. What is your favorite website and why

Ans: May favorite website is http://mog.com/ because I love listening to music, and this website is very easy to use. I can find any kinds of music that I like, and I also can create my own playlist to share my favorite songs.

title: User:Chocoriku


text: File:Shineeeeee.jpg

title: File:Shineeeeee.jpg


text: File:Shellll.jpg

title: File:Shellll.jpg


text: File:Wawa.JPG

title: File:Wawa.JPG


text: File:Yellyrisa.jpg

title: File:Yellyrisa.jpg


text: File:11059 239963365329 500815329 4812697 4893572 n.jpg


text: File:Akarapong.JPG

title: File:Akarapong.JPG


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User:Warat

 Cloud Computing

1.How is cloud computing different than using a normal computer?

Cloud computing is a technology that uses the internet as central share network. It also allows other users to access the network. Users can save as many works as they want on the network. These help them to have more space for other important applications in storage. You can see if your friends are working. Moreover, using cloud computing helps users get new friends. In addition, it is convenient to do work. A good example of cloud computing is yahoo, g-mail, and Amazon. Cloud computing only needs the internet connection. Normal computing does not have internet access. Presently you can access to internet almost everywhere in the central business district, which makes life become more convenient.

2.How could you turn a classroom into a cloud computing classroom?

First of all, all the students in the classroom need to register network like, Amazon, Yahoo, and G-mail etc. These networks are connecting together. Moreover, students will have to plan their schedule, which uses to set for work as a team. Furthermore, students will use their ID number to access the network which is safe and personal. For example, Wikiversity offers us for more comfortable work. Instructor can post anything on Wikiversity and students can read them. They can share an assignment with others.

Section1 Warat Poonyasiri 5180833

title: User:Warat


text:
User talk:Wbeadle3

 Hello Wbeadle3, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
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title: User talk:Wbeadle3


title: File:DSC07352.JPG


text:
User:Kuikui mm

- Chatchai Thongprakasit (Chat) - 5280328

- Tim major

- Computer essential section 1

How is cloud computing different than using a normal computer? - You can upload your information and access anywhere you want ,which normal computer can only upload in particular place but won't be able to access in other places.

- The cloud computing isn't run out of space but the normal computer do.

- It can protect the lost files because the chances losing files in cloud computing are almost impossible.

- It helps organization to save the time because everyone can access anywhere.

How could you turn classroom into a cloud computing classroom?

- Firstly, instructors should be the administrator in order to control the system. - The second thing is students should be people who access to the cloud computing and when instructors teach, they should post it on the    system and let students read it. - The third thing is when students want to turn in their homework, just let them post on the cloud computing system.

My computer specs will be. - Motherboard: Asus Maximus IIIExtreme - Processor:  Intel Core i7      -  Memory:  4GB x 4sticks = 16GB KingstonDDRIII SRAM 1333MHz - Case: Coolermaster HAF-932 Full Tower Chassis (Black) - Power supply: Ultra X3 ULT40070 1600W - Floppy drive: - unnecessary - Hard drive: WD Caviar Black 1TB Hard Drive - CD/DVD: Lite-On iHES108-29 Blu-Ray Combo Drive - Keyboard: Logitech Illuminated Ultrathin Keyboard - Mouse: Razer Mamba Wireless Gaming Laser Mouse 5600 DPI - Video card: ATI Radeon HD 5870 - Monitor: LG W2486L  24"      - Sound card: ASUS Xonar Essence STX      - Video accelerator card: HP mini 311      - Modem: Just use external

title: User:Kuikui mm


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Plant identification/Actaea spicata

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Plant identification/Heliotropium indicum

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User talk:Pharos

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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 16:47, 1 May 2010 (UTC)

title: User talk:Pharos


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Plant identification/Atropa belladonna

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Plant identification/Eschscholzia californica

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text: File:Peung.jpg

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Specialized Lymphocytes

Specialized lymphocytes, including the NK Cells, NKT cells, gamma delta T cells Intraepithelial lymphocytes, MAIT cells, B1 cells, and marginal zone cells serve as a bridge between innate and adaptive immunity.

This special class of lymphocytes spans hours to days after introduction to antigen. They possess limited receptor diversity appearing early in development during fetal and perinatal periods.

Specialized lymphocytes are activated by carbs, glycolipids, small non-peptides, self-molecules, and conserved microbial molecules. They are characterized by non-classical self recognition on MHC class I-like and non-classical MHC class I molecules.

This class is unusual in their employment of a combination of both activating and inactivating signals for function where activation or inactivation must compete against each other.

NK Cells
Blood, bone marrow, spleen, liver, lungs, and lymph nodes.

For activation, NK cells must overcome the existing stimulus of inactivation. The inhibitory receptors block the killing of healthy self cells, recognize and spare MHC Class I bearing cells, and recognize HLA-A, B, C, E, and G.

Activating receptors bind receptors of viral infection and injury. NKG2D binds stress-induced ligands MICA, MICB, and ULBP. Activators include cytokines: IFN-gamma, IFN beta, IL-12 and 15, Tumor Necrosis Factor while other pro-inflammatory cytokines amplify the NK Cell response. Also heat shock proteins, and bacteria-sourced phosphoantigens.

NK Cells also possess about 1-5 KIR receptors. The KIR receptors are one of two major classes of NK Cell receptors including the Ly49 family of NK Cell receptors which function very similarly.

The effector mechanisms of NK Cells include cytotoxicity via lytic granules and the release lf proinflammatory cytokines, most notably, Inteferon gamma.

Unlike the CD8 T cells, NK cells provide protection when MHC class I is down regulated. Lacking in this NK Cell advantage correlates to outbreak of viral infection, especially herpes.

NKT Cells
Blood, bone marrow, spleen, liver.

Gamma-Delta T cells
Located in the Squamous epithelium.

Phenotypical characteristics: Most are double negatives, reside in the intestine via CD8aa.

Specialized to recognize microbial and damaged induced molecules. CD3 composition differs in lacking delta. This results in a stonger signal, not needing costimulation.

Peripheral locations: Resides in a variety of epithelia including the oral cavity, reproductive tracts, and intestines, as well as lymphoid organs.

Gamma-delta T cells possess the effector functions of proinflammatory cytokine IFN-gamma via the T cell receptor, cytotoxicity via perforin-induced NKG2D, antiinflammatory cytokines, IL-10, and tissue growth factors

Antigen expression makes gamma delta T cells very specific. Humans possess dominance in Vgamma9 and Vdelta2

Additional receptors for activation: NKG2D/DAP10 pathways recognize stress, injury, inflammation, non-classical MHC character.

Intraepithelial lymphocytes
Intestine.
 * Mucosa-Associated Invariant T Cells: Intestinal, subepithelial.
 * B1 Cells: Serosal cavities.
 * Marginal Zone Cells: Spleen.

title: Specialized Lymphocytes


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Plant identification/Gratiola officinalis

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Talk:Scientific writing

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The following text is being copied over from Wikipedia where it was removed as being unencyclopedic. The text could still be quite valuable as a how-to guide. Clifflandis 20:01, 1 May 2010 (UTC)

Style of writing and use of English in essays and scientific papers
Scientific writing is the basis of going to institutions, libraries, and universities to gain information and present it in a concise manner abiding to the generally accepted template of most scientific papers. The scientific format used to acknowledge bibliography resources is CSE. The following advice may be of help to students writing an essay or a scientific paper.

Three aspects of style seem to cause problems

 * 1) Division of the text into sentences and paragraphs. Sentences should have only one idea or concept. In general, sentences in scientific prose should be short, but full stops should not be added so liberally that the writing does not flow. The use of paragraphs helps the reader to appreciate the sense of the writing.
 * 2) Superfluous phrases and words should be avoided. Do not write phrases such as "It is also important to bear in mind the following considerations". Most woolly  phrases can be omitted or replaced by a single word.
 * 3) Try to use familiar, precise words rather than far-fetched vague words. For example, "cheaper" may replace  "more economically viable."

A good style is helped by logical planning. Decide what you want to write, then write it simply and in a sensible order. Put the first draft away for a few days and then rewrite it.

Tense and mood
Write in past tense unless you are describing present or future situations. Use the active voice rather than the passive voice. For example, instead of writing "The food was eaten by the pig", write "The pig ate the food". The active voice is easier to read and reduces the sentence length; this is particularly important, since most scientific journals have a word-count limit. Indiscriminate changes in tense are confusing and can give meaning to a statement which does not accord with the facts. However it can be acceptable to write in more than one tense in the literature review e.g. "Brown  (1995) showed that the brain is more fully developed at birth than other organs". In this case the present tense can be used for the second half of the sentence because it gives knowledge that is universally accepted. Materials and methods should be written in the past tense. "The experiment was designed in the form of a 6 x 6 Latin square." Remarks about Results should mainly be in the past tense. "When a high protein diet was fed to rabbits they grew rapidly." Any conclusions drawn should be in the past tense, e.g. Pigs in this experiment grew most rapidly when fish meal was added to their diets. When referring to the conclusions of a particular experiment, it is incorrect to state pigs grow most rapidly when fish meal is added to the diet.

However, for the mathematical sciences, it is customary to report in the present tense.

Sentence construction
The purpose of any paper is to convey information and ideas. This cannot be done with long involved sentences. Keep sentences short, not more than 30 words in length. A sentence should contain one idea or two related ideas. A paragraph should contain a series of related ideas.

Choice of words
Words have precise meanings and to use them correctly adds clarity and precision to prose. Look at the following pairs of words that are often used in scientific texts. Learn how to use them correctly: Fewer, less; infer, imply; as, because; disinterested, uninterested ; alibi, excuse ; data, datum; later, latter; causal, casual; loose, lose; mute, moot; discrete, discreet. Example to show difference between less and fewer by using the two words in the same sentence. Less active blood cells Fewer active blood cells Use a standard dictionary and Roget's Thesaurus of English Words and Phrases to find the correct meaning of words.

Use of pronouns
When you write ‘it’, ‘this’, ‘which’ or ‘they’ are you sure that the meaning is plain? A pronoun usually deputizes for the nearest previous noun of the same number (singular or plural) - The cows ate the food; they were white. The cows ate the food; it was white.

Correct spelling, including the use of plurals
Some words have alternative spelling e.g. tyre, tire, grey, gray; draft, draught; connexion, connection, plow, plough, often the difference is between the American and British spelling. In other cases an apparent misspelling is a misuse of a word e.g., principle and principal; practice, practise (The former is a noun, the latter is a verb) The plural of many words in the English language is achieved by adding an s (or es) to the single. For example car becomes cars and potato becomes potatoes. However some words have the same form in both the singular and plural. For example sheep - there is no such word as sheeps. Other words are already plural such as people and equipment, so don't use peoples (unless you are referring to different groups of people or different ethnic groups) and equipments. Adopted words sometimes take on the plural of the original language, for example datum becomes data and fungus become fungi.

Use of abstract words
Use the concrete and not the abstract to achieve clarity and precision. "Cessation of plant growth operated in some of the plots." Obviously a cessation cannot operate (Some plots of plants did not grow during the trial) The abstract noun basis is commonly overworked. "Measurement of storm intensity involves recording staff to be available both day and night on a 24 hour basis." "To measure storm intensity, recording staff have to be on duty throughout the day and night."

Be careful with the use of the present participle (Gerund)
Having said that the cow stood up. After standing in boiling water for an hour, examine the flask. The gerund always ends in 'ing.' If the sentence is left without a subject (a hanging participle) then the action of the verb is transferred to the object of the sentence (first sentence) or to the person taking the action (second  sentence).

Misuse of emotional words (avoid)
One cannot develop a logical argument using emotional words: e.g. progressive, reckless, crank, sound, good, correct, terrorist, freedom fighter, insurgent, sexist, imperialist, improved, superior, deviationist, fascist.

Superlatives
Very, more, much, have a place when used economically. As superlatives they are out of place in scientific writing. Superlatives such as gigantic, earth shattering or fantastic should never be used.

Qualifying the absolute
Some adjectives are absolute and cannot be modified such as: sterile or unique. Other adjectives, such as "pregnant", have to be qualified with care. A petri dish is either sterile or not sterile. It cannot be very sterile, quite sterile or fairly sterile; An object is  unique, and although a woman can be recently pregnant, she can not be slightly pregnant.

Loose expressions (avoid)

 * Bulls with a high milk yield tend to have fat percentages below average. Do bulls produce milk?
 * Ewes were fed on a pregnant maintenance ration. Clearly the ration was not pregnant.
 * In each selected village 30 farmers were interviewed, namely 10 large, average and small farmers. Is the reference here to the size of the farmers or to the size of their farms?

Grandiloquence (Examples quoted by J Oliver (1968))
Avoid the use of scientific jargon. The aim in scientific writing is to inform using simple language not to confuse by the use grandiose sounding words and phrases.
 * Grandiloquent phrase: The ideal fungicide ... must combine high fungitoxicity with low mammalian toxicity and phytotoxicity, and with an absence of tainting or other deleterious side effects when the fruit is processed.
 * Simple replacement: The ideal fungicide ... must kill fungus effectively, but must be harmless to animals and plants, and must cause no tainting or other harmful side effects when the fruit is processed.
 * Grandiloquent phrase: The phenomenon can be macroscopically observed upon laparotomy.
 * Simple replacement: Visible to the naked eye on opening bird's cavity.

Genteelism
"I" is not immodest in a research worker and therefore use it (although not to excess) NOT "The present writer" or "The author of this communication".

The Misuse of the definite article "The"
Avoid Overuse of the Word "the" Only use when it applies to a particular item that has been referred to before, e.g. 'the various patients' may have been mentioned before. All others could be omitted.

The excessive use of the pronoun "it" in a sentence
Avoid excessive use of the indefinite pronoun "it".
 * "It would thus appear that" can be replaced by "apparently";
 * "It is evident that" by "evidently";
 * Other commonly used phrases such as: "It will be seen that"; "It is interesting to note that" and "It is thought that", can be left out without any meaning being lost.

Avoid verbal obscurantisms and use simple words
Always say what you mean NOT for example: Some phrases show sloppy thinking. For example, the phrase 'It has long been known that' usually means that the writer has not bothered to look up the reference. Correct to an order of magnitude probably means that the answer was wrong. Almost reached significance at the 5 % level usually means a selective interpretation of results. Text is easier to understand if simple words and phrases can be used to replace more complex or foreign ones. For example ameliorate can be replaced by improve; analogous by similar ; anthropogenic by human; Ceteris paribus by other things being equal; component by part; ingenuous by innocent; ingenious by clever; inter alia by amongst other things; utilise by use; Prima facie by at first glance; remunerate by pay; terminate by end; pari passu by at the same rate, pace or time and peruse by read.

Colon and semi colon
A colon is used when a list or explanation follows, a semi colon is used to separate two or more related clauses provided each clause forms a full sentence. Note its use in the sentence below and in the section above on choice of words.

The apostrophe
These are used either to indicate the absence of a letter e.g. isn’t it (for is not it) doesn’t (for does not). Note the difference between (it is) it’s a boy and its, which is the possessive adjective of it (everything in its place) or to denote possession (the boy’s bike). If a word ends in s, the apostrophe may be placed after the s and the final s omitted (the calves’ eyes).

Commas
Examples of the most important uses of commas in scientific writing are given below. A comma is put in a sentence to denote a brief pause between groups of words:
 * I will show you the paper about which I was speaking, but it is not as useful as I first thought.

Or to separate subclauses:
 * Professor Brown, who is in charge of recruiting for the University, said that the latest estimates were higher than those for this time last year.

Finally to separate all items in a list except for the last two;
 * The following items may be imported duty free into Azania: Animals, cereals, plants, fruit, trees, legumes and nuts.

Observe the importance of the comma paced between fruit and trees in this particular list.

Other points concerning the use of English
One mistake commonly made, particularly by students whose first language is not English, is to not match the verb with the noun. A singular verb must always be associated with a singular noun, and similarly a plural verb with a plural noun, although a number of exceptions exist where a singular noun is used in a plural sense (for example, ‘number’ in this sentence) or, less commonly, a plural noun is used in a singular sense (for example, ‘headquarters’), and the verb then can, and usually should, agree with the sense of the noun's usage. Difficulties arise especially with nouns which do not end in ‘s’ in the plural form. For example livestock and data are plural.

Numbers and Units
Quantities should be given only as many significant figures as can be justified. For example the metabolic rate of an animal should not be quoted as 326.18W if it can be measured to only within about 5 %. It should be written as 330W.

The figures within a number should be grouped in threes (with a small space between each group) so that they are easier to read. Commas should be avoided. For example: 21 306.1 not 21,306.1

Some require units, and the Systeme International (SI) should be used where possible. Some common units and their abbreviations are given below. The full stop is not used in the SI system.

When incorporating statistical data into the text, the test used (eg chi squared) should be included, along with the degrees of freedom, the calculated value and the P value.

The layout of a scientific paper
Many people find it difficult to write a scientific paper. The aim of this article is to help even the most uncertain writers to produce a clear and well presented piece of writing. The layout for a scientific paper is normally:
 * A title,
 * An abstract,
 * An introduction (which is made up of a brief literature review),
 * Materials and methods,
 * Experimental,
 * Results,
 * Conclusions,
 * Acknowledgements and a
 * List of references.

How to start a scientific paper
Specialized scientific reviews and books may provide a good introduction to the subject. They will also contain additional references, some of which may be published in journals that are available in the local libraries. A good knowledge of existing information is essential for anyone in scientific research. Sir Isaac Newton said: Scientists have saved some of the labour of observation and experiment by accepting information already in the literature as a starting point. However statements in published articles are not necessarily true, and are seldom the whole truth because: A scientist should critically review the available literature, and determine any modifications that might be necessary. The relative usefulness of various types of paper and publication is given below. The low numbered references are useful as background reading and to provide an overview of the subject. The higher numbered sources, particularly 8, 9, 10 and 11, provide accurate and up-to-date information.
 * I can see further because I stand on the shoulders of giants.
 * Subjects have seldom been studied exhaustively.
 * Recent advances in technique or design of experiments may lead to additional observations.
 * These may lead to a different interpretation of results.
 * Therefore new enquiry may be needed.

Sources of information that may be consulted in the preparation of a literature review on a scientific subject
There are a large number of sources of information that can be used to find the relevant information, can be used to write an essay or to write a scientific paper. Some of the information sources are less reliable than other sources. Information from popular sources tends to be less reliable than information direct from scientific papers because it is second or third hand. The list below indicates the usefulness of the various sources available: From 1 the most popular to 11 most scientific, up to date and reliable:
 * 1) 	The World Wide Web.
 * 2) 	Scientific textbooks.
 * 3) 	Newspaper articles, articles on science subjects in popular journals.
 * 4) 	On-line journals (not refereed).
 * 5) 	Popular science journals, e.g. New Scientist. http://www.newscientist.com
 * 6) 	Review articles in scientific journals (e.g. Nutrition Abstracts and Reviews or in 'Trends' journals such as Trends in Plant Science). http://www.trends.com
 * 7) 	Grey literature (i.e. information not readily available), for example, conference proceedings, research reports, annual reports.
 * 8) 	Abstracting journals, e.g. Grassland and Forage Abstracts, Veterinary Bulletin http://www.cabi.org; Databases containing annotated bibliographies (e.g. by CABI).http://www.cabi.org ,On-line-searching of database titles; Current contents.
 * 9) 	Science citation index.
 * 10) 	Higher degree theses.
 * 11) 	Scientific papers in scientific journals (including refereed on-line journals).

Titles for essays and scientific papers
The title should indicate what the essay contains and be as concise as possible. Sacrifice brevity for clarity. The title should be a concise summary of the paper. Include important nouns or key words and then join together within the title. Examples 'The limitations of maize(corn) as an energy source in diets for children', or 'The feeding of rice straw and sorghum tops with molasses and urea to cattle'. Key words: Maize, corn, humans, diets, rice straw, sorghum, molasses, urea, and cattle. When an essay or a paper is being written, an author should constantly refer back to the title to ensure that what is being written is encompassed by the title. J. Oliver, in his book on scientific writing (written in the 1960s), quotes an example where he was looking for paper on 'Acknowledgements'. He could not find it in the indexes because the paper was entitled Independence in Publication. In other words the keyword 'acknowledgements' was missing from the title. This type of problem is less likely to arise today because most searches today are made electronically on databases. These searches include searches of keywords words included in the abstract as well as those in the title. It is highly probable that the word acknowledgments would have occurred in the abstract and he would have found the paper for which he was looking. Unconscious humour or inaccuracies should also be avoided in titles, e.g.one quoted by J.Oliver : Freezing and storage of human semen in 50 healthy medical students. (It is to be hoped that the medical students remained healthy and fertile after such an experiment). Various types of title can be used for a paper:

Job title
Indicative titles indicate the subject matter of a paper but give no indication of any results obtained or conclusions drawn e.g. The effectiveness of bed nets in controlling mosquitoes at different seasons of the year.

Informative titles
Informative titles give an indication of results achieved and conclusions drawn as well as the subject matter of the paper e.g. Bed nets control mosquitoes most effectively when used in the rainy season.

Question-type titles
This type of title obviously asks a question. e.g. When are bed nets most effective when used to control mosquitoes?

Main-subtitle (series) type
This type of title indicates that there is a series of papers on one subject. This approach is not liked by editors of scientific journals because if they accept the first paper they will be duty bound to accept sequels. e.g. The effect of bed nets on mosquitoes: 1.Their effectiveness when used only in the rainy season.

Hanging titles
Called a hanging title because it appears to be the first in a series without actually saying so .e.g. ''The effect of bed nets on mosquitoes: Their effectiveness when used only in the rainy season. ''

How to write titles
Ensure that the title:
 * Describes the contents of the paper.
 * Is accurate, concise and specific.
 * Has as many key words as possible and is modelled on the style adopted by the publication for which you are writing.
 * Is as easy to understand as possible.

The title should not: In most cases when writing a title of a scientific paper the title should be followed by the author's name and full address of the institution where the work was carried out. If an author has moved, his/her new address should be added as a footnote.
 * Contain a full stop, unless it is an informative title
 * Contain unnecessary words such as "Some notes on....……. "An investigation into..……..
 * Contain abbreviations, formulas and acronyms
 * Promise more than is in the paper
 * Be too general

How to write abstracts
The abstract should be used to bridge the gap between the title with a few words and a paper of several pages. Remember that the abstract will be read by more people than the paper itself.

An informative abstract
An informative abstract contains a summary of all the main points that are in the essay or paper. To prepare an informative abstract an author should read the essay or paper, making notes as he or she progresses.

An indicative abstract
An abstract for a book is normally written as an indicative one. In other words it tells you what subject matter the book covers and is not a summary of all its contents. Abstracts should not contain: References to tables or figures, because these appear only in the paper; abbreviations or acronyms unless they are standard or explained; References to literature cited; any conclusions that are not in the paper itself.

Introduction
An introduction to a scientific paper should normally  not  exceed 400 words (check the requirements of the Journal to which you intend to submit your paper) and it should cover the following subjects:
 * The background to the subject to be investigated,
 * Give a brief resume of what is the state of present knowledge about the subject to be investigated quoting the appropriate references.
 * Identify gaps in existing knowledge
 * Explains the reason for the current investigation

Materials and methods
This section should deal with four main topics:
 * Equipment and materials used
 * Experimental design
 * Observations made
 * Methods of analysis used, statistical (and chemical if required)

Results
This section should contain: NB. The data presented in tables, and graphs should be understandable without reference to the text and the text should be clear without reference to the tables and graphs
 * The information which the investigation has provided
 * Tables and graphs which summarise the data collected
 * Text used to draw attention to the main features presented in the tables and graphs

Discussion and conclusions
This section should summarise the main findings of the experiments undertaken
 * Should compare these results with the results of other workers in the same field
 * Should draw reasoned conclusions
 * Should compare these conclusions with those drawn by other workers
 * Should indicate the practical implications of the findings
 * Should indicate what further research is needed

Acknowledgements
These should be clear and any help of academic, scientific or technical nature should be acknowledged. But if the acknowledgement is overdone there is a danger that the reader will wonder what contribution the author made to the paper. For example: 'I wish to thank Dr. Lester, who not only suggested most of the experimental design but also greatly helped with the interpretation of the results, Dr Brown who contributed greatly to the writing of the paper and Mr A.S.Brown who carried out most of the experimental work'.

Tables and graphs in scientific papers
Tables should be numbered in a continuous sequence through the essay. Each table must be referred to in the text, but it may also have a heading clearly showing its content. The units of any numbers in the table must be clearly stated. If the table was synthesized from data published in previous publications these references must be cited. The inclusion of a large number of tables makes the text difficult to read and should be avoided. Sometimes data can be more clearly presented as graphs rather than tables. Tables should be put in an appendix if they are relevant but not essential for an understanding of the text. Tables should be clearly understandable without reference to the text and vice versa. The text should be used to explain the main parts of a table. Graphs and other figures should also be numbered sequentially. Each must have a self-explanatory heading, and must be referred to in the text. The axes of graphs should be clearly labelled and must give the units.

Citation of reference in the text
Reference may be cited in two ways. Either "Brown, Smith and Jones (2006) and Abdulahi (1998) confirmed these results..." or "These results were confirmed by similar experiments (Brown, Smith and Jones,2005; Abdulahi, 2006)".

The names of all the authors (but not their initials) should be given the first time the reference is cited in the text. If there are four or more authors, an abbreviation of the forms "Brown et al. (2001)..." should be used for subsequent citations. Where more than one reference is used for the same author in one year, lower case letters should be used to distinguish between them, for example, "McLean (2002b)".

List of references and end of paper
The reference section contains a list of all the references cited in the text. References should be arranged in alphabetical order (according to the name of the first author). Each reference to an article should contain the following: For example:
 * 1) Name (or names) of author(s), (each) followed by initials.
 * 2) Year of publication in parenthesis.
 * 3) Title of article.
 * 4) Title of journal, either in full or abbreviated according to the World List of Scientific Periodicals.
 * 5) Volume of journal, underlined
 * 6) Number of first and last pages of articles.

 * Hutber A.M. and Kitching R.P. (2000). The role of management segregations in the control of intra-herd foot and mouth disease. Tropical Animal Health and Production,  32: 285-294

Each reference to a book should contain:
 * a) Name(s) and year, as above.
 * b) Title of book. The most important words in the title should be given in capital letters e.g. Milk and Beef Production in the Tropics (N.B. this applies to the titles of books only).
 * c) Publisher and place of publication e.g. Oxford University Press, London

Each reference to an article which is published in a book or Conference Proceedings should also contain the title of the book and its editor. For example:

 * Chalmers, E.E. (2004). Advantages and disadvantages of nomadism with particular reference to the Republic of Sudan. In: Beef Cattle Production in Developing Countries (ed. Smith, A.J.), pp. 388-397. Centre for Tropical Veterinary Medicine, Edinburgh.

Attention should be paid to uniformity of punctuation. Please check the list of references, since it is very frustrating for the reader to find that references in the text are not included, or that they are wrongly quoted. Make sure that references in the text are in the reference list - Programs such as Word, Papyrus, and Endnote can assist with this chore and that of putting references in order.

A good starting point is a classic textbook The Elements of Style originally written and privately published by Cornell University professor William Strunk Jr. in 1918.

=Technicalities=

Typesetting

 * WYSIWYG (What You See Is What You Get)
 * Microsoft Word - versatile commercial document composing tool. Nevertheless it does have 1 very important inherent drawback: equations quality.
 * OpenOffice.org - ...

 * WYSIWYM (What You See Is What You Mean)
 * LaTeX - a macro package around TeX, which is a typesetting system capable of providing truly high-quality material of any kind
 * LyX - Open source document processor used to create WYSIWYM documents

title: Talk:Scientific writing


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Plant identification/Iris sibirica

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Plant identification/Melia azedarach

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title: Plant identification/Melia azedarach


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Plant identification/Origanum majorana

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BCP/Trillium grandiflorum

Trillium grandiflorum

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BCP/Trillium grandiflorum/Logs

Recent Logs

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User talk:Brettcaple

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User talk:Katzefrau4u

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User talk:Farmermorpheus

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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Cybiko123 02:15, 2 May 2010 (UTC)

title: User talk:Farmermorpheus


text:
User talk:Moh89 8

 Hello Moh89 8, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Cybiko123 02:15, 2 May 2010 (UTC)

title: User talk:Moh89 8


text:
User talk:Api~enwikiversity

 Hello Api, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Cybiko123 02:16, 2 May 2010 (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 Api. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Api~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 23:28, 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) 06:03, 19 April 2015 (UTC)

title: User talk:Api~enwikiversity


text:
User talk:Daimys

 Hello Daimys, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Cybiko123 02:17, 2 May 2010 (UTC)

title: User talk:Daimys


text:
User talk:Hanifabsc

 Hello Hanifabsc, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Cybiko123 02:17, 2 May 2010 (UTC)

title: User talk:Hanifabsc


text:
User talk:2422preacher

 Hello 2422preacher, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Cybiko123 02:17, 2 May 2010 (UTC)

title: User talk:2422preacher


text:
User talk:Yagmurcetin

 Hello Yagmurcetin, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Cybiko123 02:18, 2 May 2010 (UTC)

title: User talk:Yagmurcetin


text:
User talk:Filippos~enwikiversity

 Hello Filippos, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Cybiko123 02:18, 2 May 2010 (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 Filippos. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Filippos~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 23:32, 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) 06:08, 19 April 2015 (UTC)

title: User talk:Filippos~enwikiversity


text:
User talk:Piyushlyadav~enwikiversity

 Hello Piyushlyadav, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Cybiko123 02:18, 2 May 2010 (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 Piyushlyadav. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Piyushlyadav~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 23:41, 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) 06:18, 19 April 2015 (UTC)

title: User talk:Piyushlyadav~enwikiversity


text:
User talk:Blegarda

 Hello Blegarda, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Cybiko123 02:18, 2 May 2010 (UTC)

title: User talk:Blegarda


text:
User talk:Silka~enwikiversity

 Hello Silka, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Cybiko123 02:19, 2 May 2010 (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 Silka. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Silka~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:59, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:22, 19 April 2015 (UTC)

title: User talk:Silka~enwikiversity


text:
User talk:Tacman1123

 Hello Tacman1123, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Cybiko123 02:19, 2 May 2010 (UTC)

title: User talk:Tacman1123


text:
User talk:Sacha~enwikiversity

 Hello Sacha, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Cybiko123 02:19, 2 May 2010 (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 Sacha. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Sacha~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:53, 17 March 2015 (UTC)

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

title: User talk:Sacha~enwikiversity


text:
User talk:Tito hitman

 Hello Tito hitman, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Cybiko123 02:19, 2 May 2010 (UTC)

title: User talk:Tito hitman


text:
User talk:Bhrwa

 Hello Bhrwa, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Cybiko123 02:20, 2 May 2010 (UTC)

title: User talk:Bhrwa


text:
User talk:Josefino~enwikiversity

 Hello Josefino, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Cybiko123 02:20, 2 May 2010 (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 Josefino. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Josefino~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 23:35, 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:Josefino~enwikiversity


text:
User talk:Mdof86th

 Hello Mdof86th, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Cybiko123 02:20, 2 May 2010 (UTC)

title: User talk:Mdof86th


text:
User talk:Christophermfernandes

 Hello Christophermfernandes, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Cybiko123 02:20, 2 May 2010 (UTC)

title: User talk:Christophermfernandes