text:
Pomology/Tropical and subtropical pomology I

Tropical and Subtropical Pomology I is a subject which includes lessons covering fruit production and marketing of the most important fruits of tropical and subtropical regions of the world. In total it consists of 12 lessons which are not only focusing fruit production, but also basics to pomology, fruit propagation and harvesting. The lessons are designed on the easier level with projects. It allows undergraduate students to study this subject with no difficulty and get in touch with it by working on the project.

Overview
Subject name: Tropical and Subtropical Pomology I Code: TaSP1DPSAEW University: English Wikiversity School: School of Agriculture Division: Department: Department of Pomology Language: English No. of lessons: 12 No. of students: not limited Status: in preparation

Aim of the subject
The aim of the subject is to give a theoretical overview of the main tropical and subtropical fruits processed and soled on the worlds markets. There is also a need to develop study materials and maintain them by adding new stuff. After passing this subject students might have a good theoretical knowledge upon the fruit production of the main taxa and able to continue on the deeper (graduate level) studying of this subject or move to Tropical and Subtropical Pomology II.

Subject organization
This subject consists of 12 lessons. Each lesson is mentioned for one week. Students can start to study whenever they want, but it is highly recommended for them to pass the lessons in the numerical order. When studying a lesson they can discuss with other student and/or the teacher upon the misunderstandings which they have or upon other related points. Each student will also get a Subject work, it mean a topic to write something. This writing exercise will be four all 12 month. On the end participants are tested by a questionar and simple questions prepared by a teacher.

Syllabus

 * lessons:
 * 1) Introduction and data sources
 * 2) Fruit and its importance
 * 3) Methods of propagations and treatments to fruit crops
 * 4) Banana production
 * 5) Pineapple production
 * 6) Passion Fruit production
 * 7) Papaya production
 * 8) Mango production
 * 9) Avocado production
 * 10) Citrus production
 * 11) Actinidia production
 * 12) Date production
 * 13) Machinery of the most important tropical and subtropical fruits

People
Please add in your user name if you are interested in studying this subject. Ones you are in here, teachers can give you study activities. Please add in your user name if you are able to facilitate this subject. Ones written in here, other people will know who can lead them and who can help them.

NOTE: all activities in this subject are not compulsory, they are recommended. Location is the place where you live. By filling up this box you can help instructor to understand your access to the materials. It helps to the instructor to give a different care to these students.

Subject consequence
Students will study with less difficulty if they will have a basic knowledge of Systematic Botany, Morphology of Plants and Wikipedia Editing. They can continue in Tropical and Subtropical Pomology II.

Community help
If there will be any problems, students might ask and/or discuss them with other students and/or users on the appropriate lesson page or via discussion page of the teachers.

Internet

 * Tropical and Subtropical Pomology - a study material of the English Wikiversity
 * Category:Horiculture of the English Wikipedia
 * GRIN taxonomy - taxonomical database of the U.S. Department of Agriculture
 * GRIN taxonomy - taxonomical database of the U.S. Department of Agriculture


text:
User:Sudhir mishra

SUDHIR MISHRA from india "I think we should have to do tests and understand what comes and be continue for change without any boundry and limits whatever our mind birthing thoughts. I am very happy to join Wikiversity.

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

title: User:Sudhir mishra


text:
Pomology/Introduction and data sources

Part of the Department of Pomology, Tropical and Subtropical Pomology I.
 * Last lesson:
 * Next lesson: Fruit and its importance

This lesson is in preparation --Juan 18:19, 6 December 2006 (UTC)

Theme discussion
If you are interested in a theme streaming from this lesson and would like to discuss it with the community add a subparagraph:

title: Pomology/Introduction and data sources


text:
Learning to learn a wiki way/Reflective blog

Welcome
This page is intended to be the collective blog for this project. Rather than write to this page directly it is a composite page of individual's learning blog pages from the project participants.

One method of organising your comments or blog postings for easy repositioning is to create comments or blogs/entries as subpages off your User page like User:Mystictim/llww. You can now include these pages at multiple locations by using an include:

User:Mystictim/llww

 * If you want to use an include for a page in the main name space (learning materials and projects) you must start it with a colon :

Learning path

To see how this is done click on the edit tab of this page and look at the list of includes at the bottom of the page. You can add your blog for this project by adding:

User:Myname/my learning to learn a wiki way blog

Note that the include doesn't have the page title so this has to be added separately.

The advantage of creating multiple subpages for comments and blogs on different subjects is that you can then post entries and comments at various locations on Wikiversity (using appropriate include for your subpages) and keep track of them by creating a master page using a list of includes in the form:

User:Mystictim/llww User:Mystictim/blog User:Mystictim/School of education comments

This will create a master list with all your comments or blog entries in one place. For more on this topic see the Wikipedia help file Help:Template specifically the section on  Composite pages.

Talk:Learning to learn a wiki way
Talk:Learning to learn a wiki way

User:Mystictim/llww

Mu301's Learning blog
User:Mu301/Learning blog


text: Category:Tropical and Subtropical Pomology I


text:
User:Mystictim/llww

16:02, 8 December 2006 (UTC)
I've been struggling with this project for quite some time now. I seem to be just rearranging existing content, moving deckchairs around on the proverbial ship. Or to mix some metaphores I can imagine that it's like climbing a mountain. From a distance its clear where the peak is but up close its just a shear cliff with no obvious route to follow.

title: User:Mystictim/llww


text:
Talk:PHP

It is far more efficient? This really depends on context - it's more efficient inasmuch as the programmer's time is concerned, but it definitely is not when compared to actually loading pages, since PHP files incur an additional server overhead over regular html files. So fix it ;) --John Bessa 18:57, 23 January 2009 (UTC)

Superior to raw HTML???
I have difficulty digesting this statement. PHP, when it comes to web sites themselves, is not mutually exclusive of (X)HTML, and without it, there would be no web. It's hard to swallow the statement that PHP is superior to something that it is dependent upon. It's like comparing apples to oranges. True, PHP can write CGI scripts and other server-level apps, but this completely removes it from the comparison altogether.

Obsidian 13:04, 6 June 2007 (UTC)

Ditto ;) --John Bessa 18:49, 23 January 2009 (UTC)

Teaching PHP through Mediawiki
PHP is designed as a users' language, as opposed to Java. Both in my opinion are built on Perl, where Java also takes from Smalltalk (as did Apple and Microsoft, according to Stallman). Whither whence Perl?

Since I could actually use both PHP knowledge and mw experience, it would make sense to me to see PHP taught through a Mediawiki programming class where the mw components are explained as PHP fundamentals.

PHP as EAI, or enterprise application integration
PHP is also in the "EAI" class, or enterprise application and data integration initiatives, so getting the PHP EAI people into the mix to explain how this works would be appropriate.

Research/peer review of PHP website architectures?
Does anyone have any interest in helping to start some sort of research project (for want of a better name) centred around a) descriptions of different possible PHP website architechtures; and b) critiques of these? I think every PHP coder has probably at some point come up with their own way of doing things (they generally then learn more and move on to one of the big standard frameworks, like Zend or a CMS or something), and that there is a lot to be learnt from analysis of these personal designs and other PHP architectures. The architectures/frameworks I'm talking about don't have to be totally general (i.e. a description of the workings of someone's blogging system would be welcome), nor small and personal (why not describe and critique the architecture of Wordpress, for instance?). Anyway, I just thought I'd throw this out there to see if there's any interest and whether it'd be welcome on Wikiversity (perhaps at PHP architectures, with a subpage for each one?). — Sam Wilson ( Talk • Contribs ) … 08:44, 30 March 2010 (UTC)

It's me
Hello. I am a new members of the forums.My name is wangwu. Please take care. I like computer, basketball as well as climbing and reading, interested could get together and communicate with everyone.http://cartierjewelry4u.com/

title: Talk:PHP


text:
Dynamical Weyl group

Plan:

$$A_{s_1 s_2}(\lambda) = A_{s_1}(s_2 \cdot \lambda ) A_{s_2}(\lambda)$$

 * $$\mathfrak{g}$$ -simple Lie algebra
 * $$\lambda$$ ---weight
 * c ---dominant weight
 * $$\lambda $$-has singular vector
 * $$\mu : (\lambda, \mu)$$  and  $$  (\lambda+c, \mu+c)$$ generic
 * $$M_\lambda$$Verma module
 * $$V$$ -finite-dimensional module
 * $$\lambda$$-weight,
 * $$V[\lambda]$$ -weight subspace
 * $$v \in V[\lambda - \mu]$$
 * $$\pi$$-dominant weight
 * $$V_\pi$$--finite-dimensional module
 * $$Hom_\mathfrak{g} (M_\lambda \rightarrow M_\mu\otimes V) $$space of g-invariant homomorphismata
 * $$Hom_\mathfrak{g}(M_{\lambda +c}\rightarrow M_{\mu+c}\otimes V) $$space of g-invariant homomorphisma
 * $$Hom_\mathfrak{g} (M_\lambda \rightarrow M_\mu \otimes V) \rightarrow Hom_\mathfrak{g}(M_{\lambda +c}\rightarrow M_{\mu+c}\otimes V) $$

$$A_{s_1 s_2}(\lambda) = A_{s_1}(s_2 \cdot \lambda ) A_{s_2}(\lambda)$$
 * For $$\lambda, \mu$$ generic, $$Hom_\mathfrak{g}(M_\lambda \rightarrow M_\mu \otimes V) \cong V[\lambda -\mu]$$
 * For $$\lambda+c, \mu+c$$ generic, $$Hom_\mathfrak{g}(M_{\lambda+c} \rightarrow M_{\mu+c} \otimes V) \cong V[\lambda -\mu]$$
 * For $$\lambda$$ sufficiently large, $$s_c$$ is an isomorphism.
 * $$ w =s_1 s_2$$
 * $$A_{s_1}(\lambda )$$ ---dynamical Weyl operator
 * $$A_{s_i}$$commutes with $$s_c$$

title: Dynamical Weyl group


text:
User:YauKwanKiu

This is the homepage of Mr. Yau Kwan Kiu.

My Timetable

 * Monday 8-10am ELC, 10-2pm office hours, 8-10pm PEW
 * Tuesday 9-11am IER
 * Thursday 8-9am ELC, 1-2pm IER, 3-5pm German, 8-10pm EIP

Teaching
Students in my English classes please check the following subpages.
 * /Intermediate Reading/
 * /Listening And Conversation/
 * /Practical Writing/
 * /Illustration And Presentation/
 * /PEW07/

Students from Wenzao and all are welcome to leave messages, questions and comments on my talk page. See also http://www.facebook.com/group.php?gid=297493720120 If you want my help on IELTS, please give me a ping.

Announcements

 * First assignment: What do you want to achieve in the course?  Discuss it with the student next to your and submit a report in about 100-150 words.  Submit it to me in email by the end of Friday.

Useful links

 * Help:The original tour for newcomers

Study

 * http://www.actuarialoutpost.com/actuarial_discussion_forum/forumdisplay.php?f=187

title: User:YauKwanKiu


text:
User:Piotrus/Final-Term Study Guide

SOCIOLOGY OF THE FAMILY

Final Exam Study Guide

 * This is not a study guide that is representative of all the material that will appear on the final exam. There may be information here that is or is not included as well as information that is missing.  This is only to be used as a way to begin thinking about the major concepts discussed in lecture and recitation.

Chapter 7

1.Today’s middle-income parents are working about ______ more hours a year than they were a decade ago.

2.Americans are sleeping _____ fewer hours per year than we did in 1967.

3.Why are U.S. workers working so many hours? a.

b.

4.Annual Average Hours worked per employee in 2000 a.U.S.- b.Japan- c.Canada- d.Britain- e.Germany-

5.U.S. workers work _____ hours more per year than German workers. Why?

6. Why was the middle class so large in the 1950s? a.

b. c.

7.Who said that we have had a quiet or silent depression since 1973?

8.Since the 1970s, we have moved to an _______________ shaped economy (as opposed to a ________________ shaped economy in the 1950s).

9.List three macrostructural factors to be considered in the decline of the middle class. a. b. c.

10.Why have heavy-industry jobs decreased? a.

b.

c.

11.What is “Reaganomics”?

12.What are three effects of “Reaganomics”?

a.

b.

c.

13.What are the problems with “Trickle-Down” theories? a.

b.

c.

14.Whose programs are cut when there are federal tax cuts?

15.Give three examples of drastic tax cuts.

a.

b.

c.

16.Who said “Reaganomic” was “Voodoo Economics”?

17.What is the optimistic perspective of the money crisis?

18.List five positive economic indicators. a. b. c. d. e.

19.What is the pessimistic perspective?

20. List ten negative economic indicators. a. b. c. d. e. f. g. h. i. j.

20.What are three pillars of a secure retirement? a. b. c.

21.What are these negative economic indicators on the family?

22.What are three things that could result from this?

a.

b.

c.

Chapter 8

23.Define “sex”.

24.Define “gender”.

25.Define “gender role”.

26.How can we explain behavioral differences between males and females? a. b.

27.List and describe three biological explanations to gender. a.

b.

c.

28.What is the most powerful way of proving a case?

29.What is often discovered in a laboratory experiment?

30.List and describe the socio-cultural explanations/perspectives to gender.

a.

b.

31.Based on the 1994 University of Chicago Study on American Sexuality, most people’s sex lives are __________________ and ____________________.

32.What percentage of men surveyed said they always had an orgasm during sex?

33.What percentage of women surveyed said they always had an orgasm during sex?

34.What percentage of women reported they had been forced to do unwanted sexual acts, often by someone they knew well?

35.What percentage of men admitted forcing themselves on women?

Chapter 9

36.Love is a __________________ activity.

37.Love is _______________. What does this mean?

38.Love is a ____________ ___________________.

39.We ___________________ and _______________ our emotional states.

40.How do we define and manage our emotional states? a.

b.

c.

d.

41.What is cognitive-behavioral therapy (CBT)?

42.What is rational-emotive therapy?

43.__________________ said that the emotional experience has two parts. What are they?

a.

b.

44.________________ concluded that the best place for a guy to successfully flirt with a woman is in the _____________________.

45.Why?

46.Hochschild talked about “____________ ________________”. What are they?

47.Hochschild also talked about “____________ ______________”. What is this?

48.According to ___________ ________________, men are more romantic than women, especially in a pre-marital relationship.

49.After a break-up, _______________ tend to “hurt” more than _________________.

50.________________ are more cautious than _______________ about entering a relationship.

51._______________ are more likely to end a relationship.

52._________________ are more likely to be shocked when the relationship ends.

Chapters 10 and 11

53.What are the statistical trends in marriage in the U.S. right now?

54.What was the percentage of married couple households in 1950?

55.What was the percentage of married couple households in 2002?

56.What is the percentage of married couple households today?

57.Why?

58.Why is the percentage of divorced men lower than women?

59.What is the trend regarding people who never marry?

60.What was the National Marriage Project?

61.Who ran it?

62.When?

63.What are its general conclusions? a.

b.

64._________________ people are more likely to be happy than unmarried, separated, divorced or widowed people.

65.This conclusion is similar to that of what famous sociologist?

66.Married people tend to have _____________ mortality rates than unmarried people.

67.What are “data wars”?

68.What do some feminists say about marriage?

69.When was the sociology of housework first studied?

70.How is housework stratified?

71.What types of housework do men tend to do?

72.What types of housework do women tend to do?

73.What do Godbey and Robinson say regarding housework and who does it?

74.Hochschild says that there are five strategies of male resistance to housework. What are they?

a.

b.

c.

d.

e.

75.List four effects that this has on a relationship. a. b. c. d.

76.According to Bader, what do married couples fight about?

77.What are other issues that show up in other studies?

78.What are solutions (or coping mechanisms) to the problem of housework? a. b. c. d. e.

77.According to Hochschild, we live in the midst of a “___________ ____________”.

78.Who is DeVaus and what position does he belong to (in regards to the “data wars”)?

79.According to DeVaus, why are feminist studies of marital mental illness flawed?

80.What does David Popenoe think of DeVaus?

81.According to ________________ and _________________, there are 5 marital styles.

82.List and define these five styles.

a.

b. c.

d.

e.

83.What is a technique that improves communication?

84.Who says that this technique does not work?

85.Why?

86.According to Rollins and Cannon, marital satisfaction is highest at the __________________ of a marriage.

87.When is there a drop in marital satisfaction?

88.When is marital satisfaction the lowest (according to Rollins and Cannon)?

Chapter 12

89.List and describe four relevant factors for divorce. a.

b.

c.

d.

90.What are three effects of divorce on divorced adults? a.

b.

c.

91.What percentage of divorced people remarry? 92.Who is likely to remarry, men or women?

Chapter 13

93.What is the phenomenon of “pressurized parents”?

94.List five reasons why the need for child-care outside the home is increasing.

a.

b.

c.

d.

e.

95.What is the effect of geographic mobility?

96.What is the child-care shuffle?

97.According to 2000 U.N. Data, what is the family leave policy for the U.S.?

98.Is this better, worse, or about the same as most countries of the world?

title: User:Piotrus/Final-Term Study Guide


text:
User:Moskvax~enwikiversity/monobook.js

/* This function is used to include scripts from other Wikipedia pages in mine. I got it from User:Quarl/monobook.js. */

function winc(s) { s = s.replace(/^\[\[/, ).replace(/\]\]$/, ); document.write(''); }

/* Included functions */

winc('User:Omegatron/monobook.js/addlink.js');        /* Adds links to lists on the page, such as the personal tools section */ winc('User:Omegatron/monobook.js/fixdiffwidth.js');   /* Cleans up the diff so that long lines don't explode the width of the page. */ winc('User:Omegatron/monobook.js/edittop.js');        /* Adds a link to edit the top (intro) section of an article */ winc('User:Omegatron/monobook.js/namedredirect.js');  /* Learning XMLHttpRequest while workarounding  218 */ /*winc('User:Omegatron/monobook.js/autolinker.js');     Make links and  clickable */ winc('User:Lupin/popups.js')

/* Add some extra tabs with different functionalities. */

winc('User:Omegatron/monobook.js/replacetab.js');              // Regex replacements in the text (from User:Trilobite/Tools) winc('User:Omegatron/monobook.js/unverified.js');              // Tag unverified images (from User:Trilobite/Tools) // winc('User:Omegatron/monobook.js/addsincetab.js');          // Shows difference between my last edit and current version (WikiProject User scripts/Scripts/Changes since I last edited) winc('User:Omegatron/monobook.js/dashfixer.js');               // Converts -- into — and so on (User:Omegatron) winc('User:Omegatron/monobook.js/unitformatter.js');           // Formats units according to SI (User:Omegatron) winc('User:Omegatron/monobook.js/mathcharacterfixer.js');      // Fixes up some math characters (not TeX) (User:Omegatron) winc('User:Omegatron/monobook.js/headingformattingfixer.js');  // Adds and removes whitespace to make formatting consistent and readable (User:Omegatron)

/* Move top tabs inside body content */

$(function {    content = document.getElementById("column-content");    // Find the main content column

footer = document.getElementById("footer"); // Find the footer footer.parentNode.removeChild(footer);   // Remove the footer from the global wrapper content.appendChild(footer);   // Place footer at the end of the content column;

tabs = document.getElementById("p-cactions");  // Find the top tab list tabs.parentNode.removeChild(tabs);   // Remove the tab list from the side column content.insertBefore(tabs,content.firstChild);   // Place tab list at the beginning of the content column });

title: User:Moskvax~enwikiversity/monobook.js


text: File:Imogen at cardrona.jpg

title: File:Imogen at cardrona.jpg


text:
User:TheHistoryTeacher

TheHistoryTeacher is a physdo name for Gabriel J. Spiro, a student at Montgomery College, Germantown Campus.

=History=

Childhood
Gabriel Spiro was born in Romania on October 30, 1987 and was placed in an orphange. I was left there for three years until 1990 when John and Kathy Spiro decided that they would adopt thier children from Romania. Kathy Spiro and Terry Fortier, good friend of the Sprio family, left on - for Romania to find thier children they believed God had called them to adopt.

I am a member of the Gaithersburg Washington-Grove Volunteer Fire Department. I served in the Junior Fire Brigade which was responsible for the upkeep and touring of the station's "Fire Safety House"

Schooling
=Likes and Dislikes=

title: User:TheHistoryTeacher


text:
User talk:TheHistoryTeacher

Welcome to Wikiversity.

Wikiversity recommends that users avoid names that might be interpreted by Wikiversity participants as indicating a position of authority within the Wikiversity community. Examples: names including "professor", "prof", "teacher", "instructor", "mentor", "president", "dean", etc. (source)

I think you should select a different username. Many Wikiversity participants are involved in teaching and learning and it makes no sense for individual participants to have usernames that amount to giving yourself a title that some other participants might mistakenly interpret as having some official meaning. --JWSchmidt 23:06, 6 December 2006 (UTC)

Image licence
An image you added didn't have licence info with it. As these images are subject to deletion, I'm trying to notify people prior to their deletion. If you could add the needed info, that would be great. Historybuff 04:46, 9 April 2007 (UTC)

Re: Talk:October Revolution
Hi, I just saw your comment at the above page:

I would like to help expand the Russian history sections so I have provided the begining and will be adding more when I have more time but please, add more! 04:53, 18 November 2006

Are you still interested ? You can have a look e.g. here: Russian Revolution What do you say ? Erkan Yilmaz ( evaluate me!, discussion ) 16:42, 11 September 2007 (UTC)

title: User talk:TheHistoryTeacher


title: File:Meta4.jpg


text: File:Marquee.png

title: File:Marquee.png


text: File:Scrool-Box.gif

title: File:Scrool-Box.gif


text:
Historical Introduction to Philosophy/Alcibiades

Read the essay and then participate at: Alcibiades/Questions.

Source of Alcibiades I

 * Gutenburg Project


text:
File:Lasso.png

Summary
Screenshot of lasso tool enlarged. (Couldnt make a replica, too detailed)

title: File:Lasso.png


text:
Talk:Historical introduction to philosophy

Historical introduction to philosophy course is now a subpage
I removed the tag Please share your thoughts about whether to merge this page with Historical introduction to philosophy course and made it a subpage of this project Guy vandegrift (discuss • contribs) 18:32, 30 December 2022 (UTC)


text:
Historical Introduction to Philosophy/Alcibiades/Questions

The argument Socrates uses hinges on the idea that the user is always different from that which he uses. Does that seem sensible to you? Considering the time of Socrates, there were no computers and certainly no knowledge of the complex workings of biochemistry. The self-regulation of a cell through chemical means and the workings of a computer may suggest that it is possible to be both the tool and the ruler of the tool. Does this sort of knowledge have an effect on the conclusions of this dialogue now?

With your absolute command of this issue having read this dialogue, do you think you could convince a friend his body really isn’t his and that the real him is only ruling his body? Go ahead and give it a try. |


text:
On the Nature of Things/Questions

Which do you think is more correct, Plato’s idea that the soul and body are separate or Aristotle’s idea that they are unified and why?

Taking into account Aristotle’s arguments, does the destruction of the body mean the soul would no longer exist since they are both united?

Would you be able to clearly distinguish potentiality and actuality for someone who hasn’t read On the Soul and how according to Aristotle the body is potentially a person and the soul is actually a person?

title: On the Nature of Things/Questions