text:
C Sharp/Conditions

Lesson Goals
This lesson will focus on basic conditonal flow of programming in C# including branching via the console. At the end of this lesson you should be able to:
 * Understand how to use basic conditional statements.
 * Explain the order in which switch cases work.
 * Use the console to read in user input and based on that decide to flow to a particular branch of code.
 * Understand how to use the more complex decision making programs and their logic.

Types of Condition
There are mainly 4 types of conditional statements in C#. If-Else block being the easiest one with a variant of nested If-Else.
 * If-Else block
 * Switch case
 * C# branching statements

Condition flow chart
Following is a flow chart showing Conditional Dichotomy. It is a typical example of if-else block. The example here shows the common transaction in an ATM machine. Here an User is trying to withdraw $200.00 from the machine. The machine checks the balance first. Then if balance permits (if fund present?) then it disburses the money else it rejects the request. More of this elaborated below.

This second image for Switch-case is a simple example where based on the day of the current date it prints the day of the week Saturday and Sunday taken as the Weekend by default. Do note that this is how a switch-case normally gets defined. With specific declarations for each case, here day of the week, it also consists of a default value, in this case its the weekend. This default argument takes into effect only when all other conditions fails. More of this elaborated below.

If-Else Block
This is the most commonly used conditional statement. It is widely used in almost all programming language. The construct looks as follows, - if() { //section to   //execute on  //'True'. } else { //section to   //execute on  //'False'. } The else part is optional. Note that the two execution section is mutually exclusive. Meaning only one of the two sections can execute at a time based on the result of the boolean expression. The boolean expression is simply an expression which evaluates to boolean results of true or false. Examples of boolean expression,- c==12-rate    True (when c=5 and rate=7) Notice that, in the first example (1==1) we are compairing,and hence 'double' equal sign is used. This is an example of Operator overloading. == is used to compare both sides of the operator. Whareas, = is used to assign values, essentially from right to left. Please note that the boolean expression can be a boolean variable as well. And if the block does not contain an else statement and the if block has an one liner execution statement then it can be without the curly braces as follows, - if(boolean expression) execution statement; As you can notice, there has to be a semi-colon in the end of the statement.

Nested IF-Else
Here one If-else block is nested within another. One has to be careful in closing the inner if before closing the outer if. if() {  if() {   } else {   } } else {  } Here if the boolean expression 1 is true then after executing the execution statement(s) 1 code flows to the boolean expression 2 check. Based on the result either execution statement(s) 2 or execution statement(s) 3 gets executed.

IF-Else if Ladder
This is the complex nested form of If-Else block. Here the erstwhile else statement gets replaced by one or many else if statement and there could be an optional ending else statement. if() {  } else if() {  } ... else {  } The order of the code flow is first it checks boolean expression 1 and if it is true then it executes the execution statement(s) 1. Else it again evaluates boolean expression 2 and if it is true then execution statement(s) 2 gets executed. At the end if none of these If or else if block works then the last else block executes and code flows out of the IF-Else block. Important: Only one execution statement(s) 1 gets executed in this block of code. This apporach is very clumsy and error prone. The better way is to represent it in switch case. though sometimes its unavoidable, especially when the boolean expression 1 and boolean expression 2 are way too different.

Switch case
Typically this is required when based on different values of a particular expression, different actions need to be performed. The basic construct of a switch case looks as follows, - switch (expression) {  case constant-expression: statement jump-statement [default: statement jump-statement] } Here the expression result can have multiple values. Essentially string or integer. Case section with constant-expression can have the value as constant or an expression that results in a constant. This decides to which case statement control will transfer. The default section is optional and only gets executed when none of the constant-expression matches with the expression. The jump-statement must be there at the end of each block to step out of the switch case once a particular statement sections gets executed.

C# branching statements
There are number of branching statements or jump-statements available in C#.

C# Ternary Operator
This is a short way of representing conditional statement in C#. Ternary operator has one boolean expression and can return one of possible two values. Here is the syntax. some-variable=()?  :  Now lets take a look at an example:

Output
true Since (a < 2) evaluates to true, true is printed. If (a < 2) evaluated to false then false would be the result.

Practice Exercises
accountHolderName=john Doe accountNumber=001 account balance=$3000.00
 * Create a program that prints the day of the week by taking input as any date. Which conditional statement you will prefer and why? What are the jump statements you used? Make lots of explanatory console outputs so that you can better understand what is going on at each step of your code.
 * You are supposed to create an ATM system. The following two sets of information are available to you, -

accountHolderName=Mary Ann accountNumber=002 account balance=$10000.00

Now validate an account holder as per name and account number. On validation let the account holder do the transactions, like, withdraw sum, deposit sum, transfer amount to another account, etc. Do all the validations and use lots of messages to the end user.

-- Pasaban 07:20, 28 December 2009 (UTC)

title: C Sharp/Conditions


text:
Trigonometry/Angles/Quiz

{Which formula gives the measure of an angle in radians? - $$s=r\theta$$ + $$\theta=\frac{s}{r}$$ - $$r=\frac{s}{\theta}$$ - $$s=\pi r$$
 * type=""}

{Complete the sentence: An angle is made of two { rays (i) _4 } with a common { endpoint (i) _8 } in a single { plane (i) _5 }.
 * type="{}"}

{Which formula gives the arc length of an angle? + $$s=r\theta$$ - $$\theta=\frac{s}{r}$$ - $$r=\frac{s}{\theta}$$ - $$s=\pi r$$
 * type=""}

{Fill in the blanks: Angles consist of an { initial (i) _7 } and a { terminal (i) _8 } ray, and an angle { measure (i) _7 }.
 * type="{}"}

{Which formula gives the length of a radius of an angle? - $$s=r\theta$$ - $$\theta=\frac{s}{r}$$ + $$r=\frac{s}{\theta}$$ - $$s=\pi r$$
 * type=""}

{What is the arclength of a 45 degree angle with radius 3? { 2.12 _4 }
 * type="{}"}

{The value of θ in an angle is independent of the size of the arc length since the radius is proportional in \theta=\frac{s}{r}. + TRUE. - FALSE.
 * type=""}

{What is the measure of an angle with arclength 6 and radius 8? { 48 _2 }
 * type="{}"}

{What is the radius of a 60 degree angle with arclength 10? { 1.67 _4 }
 * type="{}"}

{Angles are considered dimensionless, since they are defined as the ratio of lengths. + TRUE. - FALSE.
 * type=""}

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

title: Trigonometry/Angles/Quiz


text:
User:Nellith

It is a small thing really. I want to vent the building dam of words They are pressing me into action. I choose no to have to pay funds One obtains the information Therefore actively seeking to avail myself Of experience and knowledge That others are willing to share.

You mentor me and I will dutifully pass it on.

title: User:Nellith


text:
Animal rights

There are different views among advocates for animal rights. Until this page is filled out, I will provide this link: http://www.abolitionistapproach.com/about/ as a start to appreciating the rights or abolitionist point of view, as opposed to the welfare orientation.

Essay ideas

 * Should animals have rights?
 * What are the pros and cons of being a vegetarian?
 * Why should animals be treated in ethical ways?
 * What are examples of ethical ways of treating animals? What are examples of unethical ways of treating animals?

title: Animal rights


text:
Children, Schools and Families Bill/Explanatory notes for Amendments

Purpose of this page
The intention for this page is to provide notes to explain the reason behind particular amendments. Some will be trivial notes if an amendment is self-explanatory, in other cases a note may cover a set of related amendments.

Section 19A
The amendments make it clear that any proposed register is the responsibility of the local authority and not the parents. This is in line with the Select Committee report that considers that registration should be voluntary and tied in with the provision of services by the local authority to those who want them.

Section 19B
The Bill as written at no point considers whether it is in the child's best interests to be home educated, and is very much biased towards forcing children to attend school at the slightest deviation to the very restrictive rules it imposes. The amendments to this section redress that somewhat, removing the local authority's right to act as judge, jury and executioner and requiring the decision of a court to determine whether to refuse registration. This turns the process into the light-touch registration championed by Diana Johnson, the Schools Minister, where simple notification of the intent to educate at home is all that occurs.

Section 19C
Section 19C is amended in line with the 19(B) amendments to define the method of notification and the information contained within that notification. Section 19C needs further work

Section 19D
Amendments to this section remove the costs associated with annual registration. Children at school do not need to be formally registered with the school each year, it is only when changes occur. This applies the same reasoning to elective home education, such that once registered, updates are only required if the child ceases to be educated at home, either by attendance at school, reaching an age where compulsory education is no longer required, or a court requires it.

Section 19E
Amendments here remove the requirement on the local authority to validate the registration information, given that previous amendments have removed the requirement to provide much of the information. The requirement to check the child's wishes is removed to provide equality with schoolchildren, who don't get asked either.

In view of the Select Committee report, this may need more amendments

Section 19F
This section deals with the revocation process and has been amended to require the oversight of a court. Other amendments remove clauses that are not needed given the amendments to previous sections.

Section 19F(1)(g) needs to be kept but in a more appropriate place

Section 19G
This section deals with the appeals process and is adjusted to account for previous amendments requiring court intervention. It also requires the local authority to foot the bill, to encourage them to be more careful about how and when they bring proceedings.

Section 19H
Here we deal with the provision to release personal information about a child's educational progress from a school to the local authority by requiring parental consent before it can be done A couple of other tweaks to tidy up the wording to conform to other amendments.

Section 19I
No changes here, although perhaps there should be. This deals with the issuing of statutory guidance and currently requires local authorities to take notice.

Section 19J
This is an attempt to provide a quick and easy way to ditch the whole thing should it get through. It gives the Secretary of State the power to scrap the whole scheme without needing new legislation.

Might need rewording to make it clear that the whole of Schedule 1 gets scrapped

Section 437
The Bill as worded here is extremely punitive. Breathe on the paperwork in the wrong manner and your child may be forced back to school. The amendments carefully remove a restricting clause and imposes a specific obligation on the court to consider the child's well-being and educational history. "Educational history" is deliberate - it allows the court to consider previous (bad) school experience in making a decision because while education at home may not be good, it may still be better than what was provided at school.

Section 442
A subtle amendment, similar to the one in s437. Education under s19 is tightly-defined, so by removing it, we get back to the present situation of home education. Compare (A1)-(D1) with the existing subsection 2.

Section 443
As with s442, removal of three words makes all the difference.

Section 176, Education Act 2002
This item from the select committee report Review of Elective Home Education (par 69) reads:

"Section 176(1) of the Education Act 2002. This requires local authorities to have regard to Government guidance about "consultation with pupils in connection with the taking of decisions affecting them". Despite the reference to `pupils', local authority functions in this respect are defined in the Act as including the provision of education otherwise than at school."

According to Hansard (discussion on clause 176 of the Education Act 2002 begins at number 1461):

http://hansard.millbanksystems.com/lords/2002/jun/26/education-bill-1

Baroness Ashton of Upholland "Amendment No. 124 ensures that we can pursue this approach. Amendment No. 138 is purely technical and ensures that certain definitions from the Education Act 1996 are read across to this amendment."

The Education Act 1996 (section 3) states that a ‘pupil’ is a person whose education is being provided at school. Section 19, “Exceptional provision of education in pupil referral units or elsewhere”, uses the term “education. . . otherwise than at school”, but it’s clear that ‘otherwise’ refers to children who aren’t able to attend school -- they are ill, excluded, etc. In this case ‘education otherwise’, is referring to pupils for whom the local authority is the education provider, rather than to children being home educated.

This amendment is therefore a clarification of Section 176(1) to ensure that the local authority only has a function to consult with pupils if they are the education providers for those pupils.


text:
User:DuncanMeyers

Hello World -

Thank you for taking the time to view my page.

The knowledge that i wish to pass on to further generations will be detailed as follows,

Contents:

1. Early Years

2. Adolescence Years

3. Young Adult

4. Adult

5. Volunteer Work

6. Work Experience

7. Experiments

8. Finished Projects

9. Endeavors to Come

10. Loves Found

11. Loves Lost

12. My Love

13. My Children

14. My Autobiography

15. My Obituary

16. My Failures

17. My Blunders

18. My Thoughts

19. From Here to Eternity

1. Early Years:

I, Duncan Meyers, was born on February 13, 1979 @ 10:27 pm. My parents are Robert Edward Meyers and Ronna Jean Duncan. I was born in San Diego University Hospital. My only sibling is Molly Meyers who was born on October 11, 1976.

2. Adolescence Years:

I attended preschool at the Rainier Assembly of God. And then moved onto the Rainier Elementary School for Kindergarten. I attended one year of first grade at the Rainier Middle School, before being pulled out by my parents. At which point I was home-school until 5th grade. At which point I attended two Christian-Private schools for a half year each. After which I went back to home schooling until my sophmore year in high scholl at which point i was sent to the Air Land Emergency Resource Team in the Upper Penisula of Michigan.

3. Young Adult

4. Adult

5. Volunteer Work

I volunteered a year's worth of my life at an orphanage in Mexico. Hogar Para Los Ninos - Christo Por Su Mundo. I worked as a mechanic in the auto shop, a gardner in the experimental orchard, an electrician with the resident electrician, and various other places as needed.

6. Work Experience

6.1 My first job was as a waiter in a retirement home in Longview Washington, my first view of the working atmosphere. 6.2 Rite Aid, in Oregon City, OR was my first job after ALERT ( See 2. )I worked as a 1-HR Photo Tech, processing the 1-HR photo machine in the store for customers. I work with several hazardous chemicals that are used in the processing. Was an interesting experience to see the lives viewed through photos of many different people. 6.3

7. Experiments

7.1 Ah, I guess my first view of experiments was with my mother and sister while being home schooled. I remember my father (Bob) building a Science Center in an adjacent room in our house and it had a sink, electrical outlets, a Formica table top, and fluorescent overhead lights over the counter. Above the counter was an overhead storage, and underneath was more storage that stored our science tools. We mainly started out with learning the ph balance of different substances. Creating electricity from a potato with two electrodes. We moved onto electrical circuits. -I remember at some point my parents bought a mono-scope for viewing slides, and then a microscope for viewing actual things like mold, insects, the reaction of acids and bases. (this seemed to be the best time of my life) It was viewing the reaction caused by an action. Do this - and this will happen. I started to learn that if i did something, something would follow. The inquisitiveness of my life was born here. 7.2 One of the first experiments i remember was that my Grandfather - Earl Duncan (Mother's Father) showed me that if I was to heat lead shot on a stove so it was warm, as well as melt paraffin wax. When i loaded the hot shot into a 12-gauge shell, i could pour in the melted wax - let it cool - and crimp it. Thus creating a solid mass out of a bunch of lead shot. I made a couple rounds and then added the wax as my granddad had shown me. And then set out a 4'X4' sheet of 3/4" plywood as a target. At 20 feet I shot a round through the plywood and realized that the hole it made was only 2.5" in diameter. (a straight hole) So for my next round I placed 2 sheets of the same plywood together and fired a round at the same distance. Just the same as before a 2.5" diameter hole appeared through both sheets. Intrigued, i placed another sheet behind the 2 to make 3 sheets of 3/4" @ 2.25" thick. This time the entry hole was 2.5" and the exit was 2" in diameter. (I started to see a pattern emerge) So using a fourth sheet that i placed behind the previous 3, I shot a fourth round - This was the same as before with an exit of 1.5". So onto a 5th sheet. The exit of the round through the 5th sheet proved different in that the exit wasn't clean as the first four, but was lager and more spread out with an exit of over 3". This showed me that the mass of the wad of wax and shot created a blob that penetrated as one solid through the first four sheets, but through the fifth- it lost momentum and spread out.

title: User:DuncanMeyers


text:
Wiki Campus Radio/Active audio stream/01-25

Burns Night Broadcast.

(This broadcast incorporates material from Wikipedia and Wikisource, This broadcast is licensed under ....

From Network
VO
 * This is Wiki Campus Radio

VO
 * Robert Burns, scots poet... Tonight we toast his memory as we join

<> for a broadcast on Burns Night...

Burns Night Broadcast
Opening MUSIC
 * (to be decided)

Running order :

What is a Burns supper?
VO
 * So what is a Burns supper? According to Wikipedia (the free encylopedia) Burns Supper states

A Burns supper is a celebration of the life and poetry of the poet Robert Burns, author of many Scots poems including "Auld Lang Syne," which is generally sung as a folk song at Hogmanay and other New Year celebrations around the world. The suppers are normally held on or near the poet's birthday, 25 January, sometimes also known as Robert Burns Day or Burns Night (Burns Nicht), although they may in principle be held at any time of the year.

Burns suppers are most common in Scotland, but they occur wherever there are Burns Clubs, Scottish Societies, expatriate Scots, or lovers of Burns' poetry.

The first suppers were held in Ayrshire at the end of the 18th century by his friends on the anniversary of his death, 21 July, In Memoriam and, although the date has changed to 25 January since then, they have been a regular occurrence ever since.

They may be formal or informal but they should always be entertaining. The only items which the informal suppers have in common are haggis, Scotch whisky and perhaps a poem or two. Formal dinners given by organisations such as the Freemasons or St Andrews Societies and occasionally end in a céilidh when ladies are present.

VO: Although this broadcast has been made for radio, attempts have been made to at least respect the running order used by such events.

Opening speech. - To be written

Address_to_a_Haggis Robert Burns - A Biography (adapated from Wikipedia Robert Burns)

Immortal Memory - To be written (Appreciation & Response) Toast to the Lassies - To be written Response. - To be written Speeches - To be written Poetry Selection. Auld Lang Syne (Burns)

To Network
VO: That was Burns night broadcast produced and developed by the contributors to Wiki Campus Radio.

VO: Featuring the voices of ...

VO: Script developed by .... VO: Produced by ... VO: Audio editing ... VO: Source material incorporated from Wikipedia and Wikisource, please see for a full list.


text:
Talk:Turing

¡welcome to wikiversity!
happy to see no one thought this was crap. on a positive tone, i'm hoping to improve this article and topic a lot more. i developed a procedural heightmap generator and 3d rendering engine in Turing, and i believe it's great to teach beginners about fundamentals without getting stuck in compiler, library, and assembly language complications. בינה תפארת 11:25, 28 December 2009 (UTC)

title: Talk:Turing


text:
Organic chemistry/Mechanisms

Terminology
Mechanisms are a set of figures that uses arrows to indicate electron flows inside a molecule or between molecules. The arrow starts from the nucleophile and points towards the electrophile. In acid-base reactions, for instance, they start from the base and point towards acidic hydrogen or Lewis acid.

Examples
Unimolecular Elimination (E1) Mechanism: X*               H        |                 |  (+)       base H3C — C — CH3 ---> H — C — C — CH3 --> H — C == C — CH3 + H2O |                |   |                        |    |        CH3               H   CH3                      H    H

Bimolecular Elimination (E2) Mechanism: X  H      |   |       strong base H — C — C — H -> H — C == C — H      |   |                         |    | H  H                         H    H

Unimolecular Substitution (SN1) Mechanism: Ex: Solvolysis                                   H                                                   | X                      H              H — O(+)H                    OH        |                  (+)  |      H2O         |   |                    | H3C — C — CH3 ---> H3C — C — C — H -> H3C — C — C — H  --> H3C — C — CH3 |                  |   |                  |   |       -(H+)        | CH3                CH3 H                  CH3 H                    CH3

Note: SN1 reactions produce racemates due to the achiral carbocation intermediate.

Bimolecular Substitution (SN2) Mechanism: X                                                 H     |        good nucleophile (I, BR, Cl, OH...)       | H — C — CH3 -> H — C — CH3 |                                                 |     H                                                  I Note: SN2 reactions undergo inversion of configuration.

 * represents any good leaving group (i.e: Cl, Br, I, TsO, etc...)

title: Organic chemistry/Mechanisms


text:
C Sharp/Functions

Lesson Goals
This lesson will focus on functions in the flow of programming in C# via the console. At the end of this lesson you should be able to:
 * Understand the OOPS point of view regarding the functions.
 * Understand the basic construct of functions.
 * Explain the different scope and use of functions.
 * Understand the relation between funcitons and other C# programming elements.
 * Create different types of functions.

What is a Function?
This is the smallest section of code in functional programming constructs in C# 3.0. Fuctions are very important sections from OOPS standpoint. In more simpler terms, a function encapsulates a block of code that can be called from other parts of the program. introduction of function increases code reusability. Literally you can tag a particular section of code with a name (funciton name) and just call that name from anywhere of your program. In C# a funciton may or may not have a return type. Functions more often are called as Methods. A funciton must be contained in a class. The basic structure of a funciton is as follows, -  { ... } Conversly to call a function you simply call it by its name with parameters, if any, within paranthesis as follows, - DoSomething;

Passing Parameters in Function
The input parameters can be of two types, - If parameters are passed as value type then a new copy of it will be created before passing to the function. Whereas, for reference types only the addresses of the parameters are passed to the function. Meaning, for a value type parameter if the function changes the parameter value then the original variable does not get changed; whereas in case of reference type once the value gets changed in function then the original variable's value gets changed. Here are two examples,-
 * Value type
 * Reference type

(1) Value Type Function  Output  Your birth year is 1980 if your age is 30 (2) Reference Type Function  Output  Your birth year is 1980 if your age is 1980 Notice that in both the code, on line number 19 we are updating the parameter value with the calculated value. In value type example, it is not affecting the variable. But in reference type it is changing the variable value as well. Also for reference type parameter you must use the keyword ref while refereing to a parameter (Second line of output).

N.B. - In both the example we can see two keywords prefixed the function BirthYear, private and static. Private is an access-modifier and static is a keyword that specifies that the function is directly accessible from anywhere in the code. There are many other access-modifiers in C#. These define who can access that function or method. Here is a comprehensive list of them, -

Output Parameters
As you already learned that functions has a return type and that is the output for a function. What if you need to have multiple outputs?

In the parameters list if you provide out keyword in front of a parameter then that becomes output parameter. And you can add as many out parameters. Here is the structure, -  void (ref   Output

When you are providing both the inputs,- Enter your taxable sum... 1000 Enter your tax rate... 10.2 Your Tax amount is : 102 When you are providing only taxableAmt,- Enter your taxable sum... 1000 Enter your tax rate...

Your Tax amount is : 83.3

(2) Different datatypes of parameters  Output

When both the inputs are integers,- Enter first Value 12 Enter second Value 23 The summation is = 35 When both the inputs are strings, - Enter first Value Wiki Enter second Value versity The concatenation is : Wikiversity When data is not correct,- Enter first Value 12 Enter second Value Wikipedia Type mismatch! Operation aborted! N.B. - C# determines which function to call based upon the method's signature. If you are defining two methods with the same name and the same number and type of passed arguments, you would get a compile-time error. That is why Overloading is an example of compile-time polymorphism.

Run-time Polymorphism (Method Overriding)
In many occasions you might face a situation where you need to modify a function of a parent class in a derived or child class. To do this .NET provides us the functionality called Function Overriding. This is more frequently used for the implementation of abstruct classes and interfaces. Function Overriding requires us to take note of the following keywords, - Remember: For overriding only two access-modifiers are allowed, public or internal and both the methods in parent as well as child should have that same.
 * virtual - Virtual function must have its implementation in the base class and may optionally be overridden in the child class if some additional functionality is required.
 * abstract - Abstruct function will only have its signature in the base class and must be overridden in the child class.
 * override - Override function is the function in the child class which overrides the same signatured function from its parent.
 * sealed - Only a overridden function can be declared sealed to stop it from any further overriding.

Let's consider the following example, -

 Output  314.2 Abstruct to Override Example. child class Example of Sealed!

Notice that here we have three classes (One class is commented.). the first class ProgramBase is the base class and like all base classes, it is abstruct. It has three methods of which one is abstruct, meaning has only signature. ProgramChild is the child class to the programBase. It is overriding all the methods of the base class and making one of them as sealed. In the main method it is using the methods to give us the output. Notice that Overriding only changes the inner code block of the method in the overrided section, not the signature. Also notice that, in AreaCalc method in ProgramChild we are calling the same method from the base class with the base prefix. One more thing to notice here is that a public method in the base class is a public method in the child class and same for internal. Try to change it and you will get a compile time error. Now to the check the sealed method, just uncomment the ProgramGrandChild class and try to compile. You will get the following error, - 'FunctionApp.ProgramGrandChild.Writer(string)': cannot override inherited member 'FunctionApp.ProgramChild.Writer(string)' because it is sealed

Function Hiding
Function Hiding or Function Shadowing is a variant of overriding. Functions of base classes, by default, are available to the derived class. In case there is a need to not to use the function from base class then you can subscribe to Hiding. This can be achieved using new keyword. Here is how, -  Output  314.2 child class 100 child class 100 base class Here we have two functions AreaCalc and Writer. The first one gets hidden in the child class, whereas, the second function gets overridden in the child. In the Main function we first called both the functions through an instance of the child class and as you can see, it executed the implementation from the child. Till here both overriding and hiding behaved same. Now If we cast the child class instance to the parent class then things bocome interesting. You can see that the overridden function got executed from the child; but the hidden parent class got exposed here. As if you are executing the functions from an instance of the parent class, which is the case for the third scenario.

Meaning, hiding does not follow inheritance rather it just creates a new version. This becomes useful when you want to use your base class throughout your application, not the usual use of child class. N.B.- You can do away with the new keyword and the program will still run; but be ready to get a compiler warning as, - 'FunctionApp.ProgramChild.AreaCalc(double)' hides inherited member 'FunctionApp.ProgramBase.AreaCalc(double)'. Use the new keyword if hiding was intended. Try to reproduce the same with the above code.

Property
This is a special type of function, which mimics the behavior of a variable.   { get;  set;} This is the simplest structure. The get or set is optional. get returns the value and set stores the value. The beauti of it is its simplicity to use.

Further Studies
Following are some high-end stuffs related to functions. Hence, out of scope of this article.
 * Annonymous functions
 * Closures
 * Currying
 * Lambda Expressions

Practice Exercises

 * Create a program for Tower of Hanoi. Take the input of number of rings. Print out the steps.
 * Create a program that would take two inputs and if they are texts then concatenate, but if they are numeric, it will show the summation as result
 * Create a Tax Calculator that will calculate a person's state and federal tax based by taking inputs as follows,-

FirstName

LastName

Address

Taxable amount

And will return the tax amount. (Take predetermined values for various state tax rates).

title: C Sharp/Functions


text:
User:Mark5875

example

title: User:Mark5875


text:
User talk:AKB48~enwikiversity

 Hello AKB48, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold 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. --Mu301Bot 08:17, 29 December 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:17, 29 December 2009 (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 AKB48. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name AKB48~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 23:26, 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) 06:01, 19 April 2015 (UTC)

title: User talk:AKB48~enwikiversity


text:
User talk:MrMoonlight

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

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And don't forget to explore Wikiversity with the links to your left. Be bold 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. --Mu301Bot 08:17, 29 December 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:17, 29 December 2009 (UTC)

title: User talk:MrMoonlight


text:
User talk:Prab00

 Hello Prab00, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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 * 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. --Mu301Bot 08:18, 29 December 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 29 December 2009 (UTC)

title: User talk:Prab00


text:
User talk:Steve hayes

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

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 * 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. --Mu301Bot 08:18, 29 December 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 29 December 2009 (UTC)

title: User talk:Steve hayes


text:
User talk:Amol0187

Garner Vs. Murray Rule:

This rule says that when a Partnership Firm is dissolved; then first of all all solvent partners should bring the realization loss in cash in their Profit Sharing Ratio. If the Partner is found Insolvent; Solvent partners should bear share of loss of realization of insolvent partner to be brought by him in their Profit Sharing Ratio.

Steps and accounting entries:

1. That the solvent partners should bring in cash equal to their respective shares of the loss on realization.

Dr- Cash Account Cr- Partners' Capital Account

2.

title: User talk:Amol0187


text:
User:Egm6341.s10/Report table/Good model reports

Here are some good (excellent) reports, and their attributes, that you can use as models for your own reports:

 * EGM 6321, Fall 2012, Team 7, R7; EGM 6321, Fall 2009, Team 1, R7;
 * nice table of contents, showing clearly the different problems, with each problem confined to a section and given a title, making it real easy to see what is in the report at a glance, and to spot quickly the section (problem) of interest. See also the excellent table of contents in  EML 5526, Spring 2011 (FE1 S11), Team 2, R3.
 * each problem is nicely divided into 3 parts: (1) the problem set-up, (2) the goal of the problem (what to find), and (3) the solution. See also FE1 S11, Team 2, R3.
 * there are links to the lecture notes in which problems or specific equations were given. See also FE1 S11, Team 2, R3.
 * there are links to solutions in previous reports at appropriate places to help provide further background information to current work.
 * matlab codes and plots are included in the solution. See also FE1 S11, Team 2, R3.
 * good latex skill, e.g., equation with box and equation number, use of latex command . See also FE1 S11, Team 2, R3.
 * equations are numbered for easy reference. See also FE1 S11, Team 2, R3.
 * results are boxed for easy reading. See also FE1 S11, Team 2, R3.
 * Section "Notes and references". See also FE1 S11, Team 2, R3.
 * Section "Contributing team members" and signatures of team members who contributed to the writing of the report. See also FE1 S11, Team 2, R3.
 * EGM 6341, Spring 2010 (NM1 S10), Team 4, R6, Team 2, R6: In addition to having the above listed attributes, the following new attributes were incorporated:
 * each problem (section) has a subsection titled "Author" to indicate which teammates were the author(s), and which teammates were the proofreaders of this section.
 * the Section "Contributing team members" at the end of a report has a list of team member signatures, with comments on the tasks done by each team member (authorship and proofreading).
 * an Assignment Table to divide out the work can be constructed; see the end of R6 of Team 2.
 * a better Assignment Table is given in PEA1 F12 Team 7 R7, or FE1 S11 Team 2 R3, or FE1 S11 Team 5 R7: Very well organized assignment table with links to lecture notes for corresponding problems, assignments (at least 2 team members per problem), authors of solution, typists, proofreaders. Also, the table of contents is excellent.
 * The Dream Team: EGM 6321, Fall 2010, Team 6, R5: In addition to having all the above attributes in all of their reports, each team member proofread the work of all other team members as advised (see their Assignment Table in the Section Contributing Team Members). This team frequently provided the best overall reports (see the comments on reports); 5 of 6 team members received the final course grade A.  Note that each team member should also sign with the 4 tilde command (~), and summarize what s/he actually did, which may or may not be all that s/he was assigned to do.  For better Assignment Tables, see the more recent reports: PEA1 F12 Team 7 R7, PEA1 F12 Team 5 R7.

 Report tables of other courses


text:
User:Chet smith

To learn more about my philosophies and experience as an engineering leader, please take a look at

Thank you

Chet

title: User:Chet smith


text:
User:Pedidoc

Clinical Associate Professor of Pediatrics

title: User:Pedidoc


text:
User talk:Macézar

 Hello Macézar, 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.
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 * Find out about research activities on Wikiversity.

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 * Give feedback about your initial observations
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 * 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. --AFriedman 22:49, 29 December 2009 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

World peace
I was interested in the message you left on the Sandbox, "Let's do something to change this strange world." Is there anything specific you had in mind? I think the Wikimedia Foundation projects provide an excellent forum for social justice activity. I'm also active on Wikipedia and would be happy to help guide you in this. --AFriedman 22:49, 29 December 2009 (UTC)

title: User talk:Macézar


text:
Talk:Theory Design Lab/Colonization of Mars

Aliens
Aliens is about a terraforming project and it is (in a way) "hard" science fiction but it isn't hard science fiction. That is probably because hard science fiction wouldn't fill cinemas but there may also be more subtle reasons (it is - from an educational perspective - the least useful form of science fiction, unless the Children's TV Lexicon counts as proper education). --fasten 23:51, 29 December 2009 (UTC)


title: User:TheTechieGeek63


text:
User talk:Fakespain

 Hello Fakespain, 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. --AFriedman 03:10, 30 December 2009 (UTC)

 Woof! My name is Jack Russell. I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

Thank you
Thanks for cleaning up the Introduction and the Sandbox! I do this more often than I would like, and it's nice to see a new user with that many skills. What are your interests on Wikiversity? --AFriedman 06:36, 30 December 2009 (UTC)

Thanks for the wellcome
Well, I'm Spanish, and I was just looking for information in the Wikiversity in English, since the Spanish one has less info. I joined Wikiversity because I think I can find resources that could be usefull to help me with my career. --Fakespain 07:15, 30 December 2009 (UTC)
 * What is your career, and what do you want to learn? En.wikiversity probably has more educational materials than any of the other Wikiversities, even though we're a relatively new Wikimedia project and still at the stage of creating basic content.  You may also want to look at the Other free learning resources, and the reams of information on Wikipedia.  --AFriedman 08:11, 30 December 2009 (UTC)

I'm studing Law in Vigo, Spain, and I was looking for materials retated with Roman Law. --Fakespain 00:53, 31 December 2009 (UTC)
 * Interesting. Actually, one of my friends here in the U.S. is very interested in Roman law and Roman culture in general.  I'm not so familiar with Portal:Law and School:Law over here, my interests being in biology.  You may also want to look at Roman Law.  --AFriedman 03:13, 31 December 2009 (UTC)

Thanks for the links. That is what I was looking for ^^ --Fakespain 16:51, 31 December 2009 (UTC)
 * Glad to have been helpful to you. Happy new year.  --AFriedman 18:45, 31 December 2009 (UTC)

Thank you. Happy new year. ^^ --Fakespain 05:31, 2 January 2010 (UTC)
 * You're welcome. If you've got any other questions, feel free to ask.  --AFriedman (talk) 03:28, 3 January 2010 (UTC)

title: User talk:Fakespain


text:
User:Ans/potrace

$ potrace --merge file1 file2 file3 ... $ cat file[123] | potrace --merge "merge" seem to has no appropriate meaning, use "stack" instead $ cat file[123] | potrace --stack potrace --stack -C ... ? potrace --stack --opaque is almost useless $ potrace --stack -C average|median?|mode(most_feq)|mid[range] mid = (min+max)/2 mode[+{avg,med,mid}] mode: not count individual rgb? but need hash? use perl? $ potrace -C #rrggbb,#rrggbb,average,mid,#rrggbb,#rrggbb,...

average: may overflow? (4096x4096) median: need sort mode: need hash mid: cal min/max, very easy

include  $ cat file.pnm P5 ...
 * 1) !potrace -C #... -k n -i --opaque --fillcolor #...
 * 1) !potrace -C #... -k n -i --opaque --fillcolor #...

$ potrace -C ...,... --getopt ,,!potrace

$ potrace -C #...,#...,#... <-- not easy for pipelining External program should modify the ppm to has 2 color?

$ potrace --stack file1 file2 file3 ... What if file2 has concatenated bitmat?

title: User:Ans/potrace


text:
Votian/Abessive

== Abessive ==

Pronunciation

 * Pronunciation of abessive suffixes varies according to vowel harmony e.g. iлmā leivä-ttä ('without bread' singular abessive ),  iлmā minu-tta  ('without me' singular abessive ),  iлmā pillī-ttä  ('musical instruments' plural abessive ),  iлmā лahjoi-ttā  ('musical instruments' plural abessive ).
 * The final vowel of abessive suffixes may be omitted depending in it's position in a sentence (especially in Jõgõperä  and Mati dialect) e.g.   jaлkoi-t̄     (" without legs "),  arvàme̮-t̄     (" without guessing " Jõgõperä dialect).

Morphophonology

 * Singular abessive is usually in a grade opposite to singular nominative, caused by consonant gradation in stems e.g.   leipä  ('bread' singular nominative) vs. iлmā leivä-ttä ( singular abessive ).
 * A  plural  stem is usually in the strong grade, if there is such a grade available e.g.  jaлkoi-t̄    (" leg " plural abessive) vs.  jaлga-D  (plural nominative).

Usage

 * 1) Abessive expresses being  without  something and is used generally with a  preposition   iлmā   - e.g.  iлmā minutta siä et   ̮ tunne̮ mennä   ('You cannot find your way without me .'),  jäin iлmā pillīttä  (' I lost my (musical) instruments .'),  tanttsi iлmā rivatta  (' She danced barelegs (with no gaiters).')

Dialectal alternatives

 * Votic of Ingria
 * Eastern Votic dialect
 * The suffix has an additional k.
 *  leivä-ttäG  ('without bread' singular abessive ),  minu-ttaG  ('without me' singular abessive )

 * Western

 * Valley dialect:
 * tt of the suffix may be degeminated e.g. Mati dialect iлmā leivä-tä ('without bread' singular abessive ),  puhassama-ta  ('without bread' singular abessive ).

 * Vaipooli

 * Jõgõperä dialect
 * The vowel of abessive suffix may be  -e, -e̮ .
 * e.g.  tšäe-tte  ( "without a hand" singular abessive ),  raha-tte̮  ( " without money" singular abessive )

title: Votian/Abessive


text:
User talk:Meeralingam

 Hello Meeralingam, 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.
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 * 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
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 * 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. --Mu301Bot 08:17, 30 December 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:17, 30 December 2009 (UTC)

title: User talk:Meeralingam


text:
User talk:Bilbil67

 Hello Bilbil67, 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. --Mu301Bot 08:18, 30 December 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 30 December 2009 (UTC)

title: User talk:Bilbil67


text:
Military medicine/Cold weather environments

Military Medicine in Cold Weather Environments
Military clinicians practicing medicine in cold weather environments must have specialized knowledge on how to predict, prevent, and treat medical problems related to the cold.

This course will provide an overview of the historical problems of cold weather in a military context, the human psychological and physiological responses to cold, the prevention of cold injuries, the presentation and management of common cold injuries, and military medical operational planning considerations for cold environments.

This course contains nine modules:

Module 1. The Effects of Cold on the Conduct of Warfare.

 * Ancient history to World War One
 * World War One
 * Research up to World War One
 * World War Two
 * Research during World War Two
 * Korean War
 * Falklands War
 * Historical Trends in Management

Module 2. The Human Physiologic Response to Cold

 * Core and Peripheral Temperatures
 * Neurological Thermoregulation
 * Systems Thermoregulation
 * Military Relevant Issues

Module 3. Human Psychological Effects to Cold

 * Prolonged Severe Cold Stress
 * Hypothermia and Behaviour
 * Effects of Mild to Moderate Cold Stress
 * Practical Application to Military Operations

Module 4. The Prevention of Cold Injuries

 * Cold Injury Potential
 * Cold Injury Prevention

Module 5. Freezing Injuries

 * Evolution of understanding
 * Clinical Picture
 * Management
 * Squalae
 * Evaluation for Return to Duty

Module 6. Non-Freezing Cold Injury

 * Clinical Features
 * Etiology and Pathogenesis
 * Experimental Approaches to Treatment
 * Treatment
 * Pharmacologic Considerations
 * Protection and Prevention

Module 7. Hypothermia

 * Epidemiology
 * Clinical Picture
 * Rewarming Options
 * Field Stabilization
 * In Hospital Management
 * Outcome and Disposition

Module 8. Cold Water Immersion

 * Regulation of Body Heat Content
 * Physiological Responses to Immersion
 * Gender Differences in Thermoregulation
 * Protective Clothing
 * Near Drowning
 * Acclimatization

Module 9. Military Operations in the Cold Environment

 * The Role of Preventive Medicine
 * Survival Skills for Medical Personnel in a Cold Weather Environment
 * Management of Casualties

School:Medicine


text:
Military medicine/Dermatology

Military Dermatology
Military clinicians practicing medicine remote, austere, disaster, or third world locations must have specialized knowledge on how to prevent, diagnose, and treat skin conditions not commonly seen in civilian medical practice.

This course will provide the skilled medical clinician with dermatological pathologies related to military expeditionary operations. It is intended as a review of dermatological topics covered elsewhere in the students medical training and as an introduction to diseases / conditions of military significance that the student may not have been previously exposed.

This course contains twenty modules:

Module 1. Overview of military dermatology and principles of diagnosis

Module 2. Cold injuries
 * History of military dermatological problems
 * Principles of diagnosis

 * Mechanisms of heat loss
 * Factors influencing heat loss
 * Pathogenesis of cold injury
 * Direct cold injury
 * Indirect cold injury

Module 3. Heat, humidity, and sun related injuries

 * Common problems related to the heat
 * Dermatological conditions caused by heat
 * Dermatological conditions exacerbated by heat and humidity
 * Dermatological conditions caused by sunlight
 * Dermatological conditions exacerbated by sunlight

Module 4. Immersion foot

 * Foot injuries in cold climates
 * Foot injuries in warm climates

Module 5. Dermatology related to chemical, biological, nuclear events

 * History of chemical, biological and nuclear warfare
 * Dermatology related to a nuclear event
 * Dermatology related to a biological event
 * Dermatology related to a chemical event

Module 6. Allergic contact dermatitis

 * Allergic contact dermatitis
 * Irritant contact dermatitis
 * Other contact dermatitides
 * Diagnosis by location
 * Patch and use testing
 * Treatment

Module 7. Cutaneous trauma

 * Friction blisters
 * Cutaneous trauma: A refresher
 * Surgical interventions

Module 8. Arthropod and animal bites

 * An overview of arthropod bites
 * Centipeds and millipedes
 * Insects
 * Arachnids
 * Reptiles
 * Cats and dogs

Module 9. Arthropod infestations as a vector of disease

 * Mites and ticks
 * Fleas
 * Other insects of interest

Module 10. Viral hemorrhagic fevers

 * Hemorrhagic fevers - flaviviridae
 * Hemorrhagic fevers - bunyaviridae
 * Hemorrhagic fevers - arenaviridae
 * Hemorrhagic fevers - filoviridae
 * Supportive treatments
 * Prevention

Module 11. Rickettsial diseases

 * Spotted mountain fevers
 * Typhus
 * Scrub typhus, Q fever, and trench fever
 * Ehrlichiosis

Module 12. Tropical parasitic infections

 * Protozoal infections
 * Helminthic infections

Module 13. Bacterial skin diseases

 * Pyodermas
 * Plague
 * Tularemia
 * Diphtheria
 * Meningococcal infections
 * Lyme Disease

Module 14. Leprosy

 * History
 * Epidemiology
 * Microbiology
 * Immunology
 * Laboratory diagnosis
 * Diagnostic criteria
 * Treatment
 * Complications
 * Vaccination
 * Leprosy and HIV

Module 15. Cutaneous tuberculosis

 * History
 * Epidemiology
 * Bacteriology
 * Histopathology
 * Classification
 * Diagnosis
 * Treatment
 * Prevention
 * Tuberculosis and HIV
 * Tuberculosis and refugees
 * The tuberculids

Module 16. Atypical mycobacterial diseases

 * History
 * Epidemiology
 * Classification systems
 * Histopathology
 * Mycobacteriology
 * Atypical mycobacterial conditions
 * Atypical mycobacterial conditions and HIV

Module 17. Superficial fungal diseases

Module 18. Deep fungal diseases
 * Military history and epidemiology
 * Dermatophytosis
 * Candidosis
 * Pityrosporum infections
 * Other fungal infections of military interest

 * Systemic mycoses
 * Subcutaneous mycoses
 * Opportunistic mycoses

Module 19. Sexually transmitted infections

 * Military impact of sexually transmitted infections
 * Syphilis
 * Gonorrhea
 * Chancroid
 * Granuloma inguinale
 * Lymphogranuloma venereum
 * Genital herpes infection
 * Genital warts
 * Molluscum contagiosum

Module 20. Common skin diseases seen in military practice

 * Psoriasis
 * Lichen planus
 * Atopic dermatitis
 * Urticaria
 * Pseudofolliculitis barbae
 * Cutaneous viral infections

School:Medicine

title: Military medicine/Dermatology


text:
Military medicine/Hot weather environments

Military Medicine in Hot Weather Environments
Military clinicians practicing medicine in warm or hot weather environments (such as the desert) must have specialized knowledge on how to predict, prevent, and treat medical problems related to the heat.

This course will provide an overview of the problems that heat causes with respect to military operations, the human psychological and physiological responses to heat, the prevention of warm weather injuries, the presentation and management of common heat injuries, and military medical operational planning considerations for warm weather environments.

This course contains nine modules:

Module 1: Introduction to Heat Problems in Military Operations

 * Definitions and Epidemiology
 * The Six “Agents” of Heat Effects
 * An overview of Heat Illness
 * Host Factors
 * Effects of Heat on Operations
 * Effects of dehyderation on Operations

Module 2: Human Adaptations

 * Importance of Tissue Temperature
 * Body Temperature and Heat Transfer
 * Balance Between Heat Production and Loss
 * Heat Dispersion
 * Thermoregulatory Control
 * Thermoregulatory Responses in Exercise
 * Factors that Alter Heat Tolerance

Module 3: Physical Exercise in Hot Climates

 * Body Temperatures
 * Physiological Response and Limitations
 * Physical Exercise Performance
 * Strategies to Sustain Physical Performance
 * Biomedical Issues

Module 4: Psychological Aspects

 * Psychological Performance in Hot Environments
 * Underlying Mechanisms
 * Changes in Performance Unique to the Military
 * Military Applications

Module 5: Pathophysiology of Heat Stroke

 * Pathophysiology of Heatstroke
 * Heat Illness
 * Prophylaxis and Treatment

Module 6: Prevention of Heat Illness

 * Improving Heat Tolerance
 * Medical Screening for Risk
 * Reducing Heat Stress
 * Tools for Prevention

Module 7: Exertional Heat Illness

 * Clinical Features
 * Heat Illness Syndromes
 * Clinical Management
 * Epidemiology and Prevention in the Military
 * Surveillance and Reporting

Module 8: Case Study: Heat Stroke in the Israeli Defence Force

 * A Preventable Condition
 * Question of Diagnosis
 * Clinical and Pathological Pictures
 * Management and Prognosis

Module 9: Practical Medical Aspects of Military Operations

 * Heat as a Threat
 * Planning for Deployment
 * Tips for Medical Officers

School:Medicine


text:
User talk:Wmatheny

 Hello Wmatheny, 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. --Mu301Bot 08:18, 31 December 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 31 December 2009 (UTC)

title: User talk:Wmatheny


text:
Votian/Comitative

Comitative
=== Postposition ===

Phonological history and morphophonology

 * This kind of Votian, Estonian and Livonian  comitative marker  has been developed from a  postposition , which is still used by other  Baltic Finnic dialects with  genitive  e.g.  Finnish   minu-n  kanssa   (' with  me' < *kansassa  ).
 * In Votian dialects  it still contains a  genitive  marker
 * in singular  jaлgākā  (" with a foot ")
 * in plural (  jaлkoikā  = " with feet "), it usually follows a  short  plural genitive.
 * One syllable vowel stems use the full plural genitive  e.g.  pū-iten kan'  >  pud́d́ēkā   ('with trees' plural comitative ).

 * Thus any comitative is in the same grade  as  genitive.

'' Many linguists of the 19. and 20. century interpreted this kind of comitative as a postposition  rather than a case. ''

Pronunciation

 * The comitative suffix is pronounced  -kā . It does not vary according to vowel harmony e.g.  ope̮ze̮-n kan' >  ope̮zē̮kā  ('with a horse' singular comitative ),  tüttäre-n kan'  >  tüttärēkā  ('with a daughter' singular comitative ),  tüttäre-in kan'  >  tüttärīkā  ('with daughters' plural comitative )
 * The final vowel of comitative suffixes may be shortened or even omitted depending in it's position in a sentence e.g.  tanttsi   m o r o z o v ā   poigāk    (" She danced with Morozova's son. " Mati dialect),  te̮in-te̮izē̮G    (" with each-others "  Kõrvõttula dialect),  menim̄   izä̀kà nīttämǟ    (" We went to mow with our father. "),  tappe̮li karùkà    (" He fought against a bear. "  Jõgõperä dialect).

Agreement

 * Unlike in most of the other cases in comitative there is no agreement  between adjectives and nouns in case, but a noun follows an adjective in genitive e.g.  kaĺaska kaunī rattaikā  (' a coach with red wheels ').
 * There may be poetic exceptions e.g.  mesizīkā mēlīkā  (' with honeyed minds ').

Usage
Comitative may express
 * 1)  time  - e.g.  miä e̮лe̮n üö-päivɛ̆ä̀kā karjuššin̄    (' I'm tending a cattle the whole day and night long .' Lempola dialect)
 * 2) being  together with  somebody - e.g.  eli izǟkā ja emǟkā  (' She lived with her father and mother .'),  nämäd ̮ menivät ̮ poigākā  (' They went with their son .' Lempola dialect),  tšenēkā siä isud ̮ rinnā ?  (' Whom are you sitting next to? '),  jutte̮li tüttärikkoikā  (' He was speaking with girls. '),  e̮lin lehmīkā karjaza  (' I was tending cows. ')
 * 3) being  equipped with  something - e.g.  verēkā varvaz  (' bleeding toe'),  e̮unappū e̮une̮ikā  (' an appletree with apples '),  seittsemē paikākā  (' with seven patches '),  kaĺaska kaunī rattaikā  (' a coach with red wheels '),  mikä pǟkā on?  (' What's wrong with your head? '),  tuli vaĺeŋkoikā rihēsē  (' He came in (to a chamber) felt boots on. ')
 * 4)  a mean to do something with  (Comitative is used in this sence more often than  adessive .) - e.g.  taллaz ̮ jaлgākā  (' She treaded (? a spinning-wheel) with her foot .'),  rikke̮   ke̮ik̄   pād ̮ ope̮zē̮kā  (' He broke all the pots with his horse .'),  se̮ve̮ttī üvī ke̮ikē̮kā  (' He dressed her well with everything. '),  ke̮re̮tākā paŋge̮t ̮ pihaллa  (' (She holds) buckets on her shoulders with a yoke. ')
 * 5)  a way to do something  (Used instead of essive influenced by Russian.) - e.g.  e̮limma tȫzä artelīkā  (' We were working in a crowd .')

Dialectal alternatives

 * Kukkuzi dialect
 * Pronunciation of comitative suffix varies according to vowel harmony  -kā, -kǟ  e.g.  лahsēkā  ('with a child' singular comitative ),  lehmǟkǟ  ('with a cow' singular comitative ).

=== Suffix ===

Phonological history
The morpheme na'n is probably composed of instructive  component -n + 3. person's singular hen. It has a counterpart in Finnish,  Karelian  and even in  Mordvinic   -ńek .

Pronunciation

 * Pronunciation of this comitative suffix varies according to vowel harmony  -nā, -nǟ  e.g.  ke̮ikke̮-ina'n >  ke̮ikkinā  ("generally, everyone"),  pe̮лve̮-ina'n  >  pe̮лvinā  ("on knees"),  naisi-ina'n  >  naisinā  ("with wives"),  ke̮ik̄  te̮ize̮t perei-nǟ tuллas̄    ("All the others come with their families.")
 * The final vowel of comitative suffixes may be shortened depending in it's position in a sentence " -nà, -nä̀ ".

Usage
Suffixal comitative may express
 * 1) being  together with  somebody - e.g.  tuлe̮mma poigad ̮ naisinā  (' We sons shall come with our wives .'),  ke̮ik̄   te̮ize̮t pereinǟ tuллas̄    ("All the others come with their families."),  te̮mpazin pū jūri-nā  (' I pulled a tree out with its roots. ')
 * 2)  a mean to do something with  - e.g.  miä ve̮tan tšäsinǟ  ("I'll take with my hands."),  лutisap ̮ se̮rminā  (' He squeezes with his fingers .')
 * 3)  a way to do something  - e.g.  ne̮isivat ̮ pe̮лvinā  (' They kneeled down .'),  e̮hsinā päivinǟ tōmma pū kotōsē̮  ("We shall bring the tree home with all the twigs and everything.")
 * 4)  number  - e.g.  ühsinǟ ~ ühsnǟ    ("alone")
 * 5) Prolative has been preserved in some  adverbs - e.g.  tšäsinǟ  (" (made) by hands " ),  se̮rminā  (" (made) by fingers " ),  pe̮лvinā  (" on (ones) knees " ),

Dialectal alternatives

 * Votic of Ingria

 * Western

 * Vaipooli

 * Jõgõperä dialect
 * The vowel of abessive suffix may be  -ē, -ē̮  like in Ingrian.
 * e.g.  te̮mpe̮z ̮ jūri-nē̮  ( " extracted with roots "),  perè-nè i poiki-kà  ( " with family and sons ")

title: Votian/Comitative


text:
User:Curtis~enwikiversity

Hi, my name is Curtis Dyer. I'm an avid learner of all things computer programming. I'm still very new to Wikiversity, but hope to learn and contribute to the best of my abilities.

In case anyone finds it useful, I'll list some of the areas in computer programming in which I excel.

General purpose programming
My use of more general purpose programming languages is my most recent endeavor. I hope to specialize in embedded systems programming as a career. I am attempting to master several programming languages.
 * C|C programming language. C is currently my favorite language. I've attained a strong understanding of the language and the C standard library in order to write portable code. I have yet to master POSIX or the Windows API.
 * Java. Although I'm not yet a master, I've been learning decent-sized chunks of Java's massive library quite rapidly, lately.
 * Perl. I'm nowhere near a wizard's level, but I can use it.
 * Python. I enjoy Python more than Perl, but have about the same amount of experience with it.

Web development
Web development, and Web design, in particular, is what spurred my eventual love of programming. Along the way, I was able to attain helpful understanding and experience in creating, maintaining, and securing Websites. Some of my skills are:
 * PHP, or PHP: Hypertext Preprocessor. This is the first language in which I became adept and learned many fundamental programming principles. It is still the language in which I am most fluent.
 * HTML, or HyperText Markup Language. Producing Web content was among my first passions that led me to my love of computer programming. Although I've lost some of my interest in Web designing, it still remains one of my primary skills.
 * CSS, or Cascading Style Sheets.
 * JavaScript, the most prevalent implementation of ECMAScript. The second language I learned, and still one of my favorites.
 * Apache, a very common open source Web server. Over the years, I became quite comfortable with Apache configuration and tweaking.

Written communication
Although not directly related to computer programming, written communication is definitely essential. English is my native tongue, and I strive to write as lucidly and correctly as I can.

Feel free to drop a line on my talk page.

--

Curtis 10:11, 31 December 2009 (UTC).

title: User:Curtis~enwikiversity


text:
Seismology

Seismology is the scientific study of earthquakes and the propagation of waves through the Earth or through other planet-like bodies. The field also includes studies of earthquake effects, such as tsunamis as well as diverse seismic sources such as volcanic, tectonic, oceanic, atmospheric, and artificial processes (such as explosions).

A related field that uses geology to infer information regarding past earthquakes is paleoseismology. A recording of earth motion as a function of time is called a seismogram.

title: Seismology


text:
User:Mbrar.gbit

yo.

title: User:Mbrar.gbit


text:
Talk:Web Design/HTML exam questions

hi. i e.w teacher. i need exam question for e.w lessone.

title: Talk:Web Design/HTML exam questions


text:
Wikiversity:Colloquium/archives/December 2009

Undoing renamed page
Someone (remi/Emesee/mcormack) renamed my pages so that they no longer make sense. I'm coming back to add stuff but can't if people completely rename everything making it both confusing and unusable. I can't talk with these people because Mccormack is on break and Emesee/remi is apparently no longer as he/she has no talk page.

Can someone help?

Pages:
 * 1) http://en.wikiversity.org/wiki/Elementary_Science_K
 * 2) http://en.wikiversity.org/wiki/Elementary_Math_3

These are all linked from:
 * 1) http://en.wikiversity.org/wiki/User:Harriska2
 * 2) http://en.wikiversity.org/wiki/Elementary_Curriculum_and_Training

Harriska2 15:54, 10 December 2009 (UTC)

Hi Harriska2!

I can't speak on behalf of others, but it seems you have a name and numbering scheme in your head that you think makes the most sense. Here at Wikiversity (and at most of the Wikimedia wikis, I think), we encourage you to use descriptive names for your learning resources.

For example, "Elementary Science" is a great name. It seems you have a few lessons related to this learning process, so it might seem like a good idea to name them Elementary_Science_1 .. Elementary_Science_5. This being a wiki, though, we'd encourage you to name the lessons. You can also take advantage of the power of the wiki, by making these pages "subordinate" to your Elementary Science page. So, instead of Elementary_Science_1, it would be something like "Elementary_Science/How_light_works".

I believe that these pages were moved in this spirit. I double checked a few of them, and it appears that they have been properly re-directed, so none of your learners would be confused. (I'd also say that "science for kindergarten" is much more likely to be searched for then "Science K". I had no clue what your K stood for, to be honest, at first).

There are certain conventions that we've agreed to on capitalizing and tenses, so we don't end up with "Elementary Science", "elementary science", which are all the same topic just inadvertently created by different people. We are here to try and collaboratively come up with the best content, after all.

Please do let me know what is confusing and unusable about the current naming, as we definately do want to make our content User Friendly and as accessible as possible. Thanks, Historybuff 17:18, 10 December 2009 (UTC)

Sandox Server renewal
Hello folks. I am coming here today, to warm you up for a discussion about a renewal of Sandbox Server. Sandbox Server was something, which for the last 2 years was a place, where people can took a part of Moodle courses, where people deployed their files and experimented with MediaWiki or Moodle. This time I am proposing to open this concept to cover participants of all Wikiversities and interests. If you are interested in this, come to Wikiversity Beta (<--this is a link there) to discuss and help to set it up. On the other side have a Marry Christmas and Happy New year!--Juan de Vojníkov 19:59, 22 December 2009 (UTC)

Converting Radio waves into D.C Electrical energy
Hi! Can u please help me in guiding [U][COLOR="Red"]how to Convert Radio waves(U.H.F) into D.C electrical energy of 800mAh 4.2V [/COLOR][/U]please reply me with all the accessories required for converting it and the procedures to do it..[/U] am under an innovative project please help me dude...... --Prab00 13:34, 25 December 2009 (UTC)

 * This forum us for questions about Wikiversity. For general knowledge questions, please post on the Help Desk.  I will copy this Q and answer it there.  Oh, and Merry Xmas. StuRat 13:50, 25 December 2009 (UTC)

 * Here it is: Help_desk. StuRat 13:58, 25 December 2009 (UTC)

Best Educational Wiki 2009
See I am just wndering why WV was not nominated... --Gbaor 15:43, 17 December 2009 (UTC)
 * But look, our long life rival/friend Wikieducator is on the list of the page. Well, it show us we have to work hard. But, hey, thx for the link. I didnt know, there are so many educational wikies.--Juan de Vojníkov 20:56, 22 December 2009 (UTC)
 * After browsing the winner, I'm not certain we would want their award.--John[[Image:bessa66.png|12px]]Bessatalk 00:11, 2 January 2010 (UTC)
 * He he, right. Its kinda dicey competition.--Juan de Vojníkov 22:48, 15 January 2010 (UTC)

WV pages
Main page says that WV has "Special:Statistics learning resources and growing." A quick question: These "content pages" include also sub-pages? --Gbaor 09:34, 21 December 2009 (UTC)
 * I think so. But I think there are count problems, if subpages are not in categories.--Juan de Vojníkov 20:54, 22 December 2009 (UTC)
 * I'd actually like to know how these are counted, I have no idea and am wondering if maybe the system needs an overhaul. Or maybe we could include a link to a "breakdown" of learning resources on the main page? Anybody want to take this conversation to the Main page learning project? --Trinity507 05:39, 4 January 2010 (UTC)
 * Well, this is a technical question, which could be replayed on irc.freenode.net #mediawiki, if you have that opportunity.--Juan de Vojníkov 22:52, 15 January 2010 (UTC)
 * Is there any place we could ask about this? On WP or Meta? --Gbaor 12:53, 9 January 2010 (UTC)
 * As I said #wikimedia opst: #mediawiki. There are also other possibilities where to ask "staff", all this via mediawiki.org. Some information might be found here: w:Wikipedia:Statistics and here: statistics.--Juan de Vojníkov 22:52, 15 January 2010 (UTC)
 * I have found some info here and here. It seems that "The conservative number for the Wikipedia excludes redirects, discussion pages, image description pages, user profile pages, templates, help pages, portals, articles without links to other articles, and pages about Wikipedia." So the subpages should be counted if they contain an internal link (If the rule is the same on WP and WV). --Gbaor 16:50, 9 January 2010 (UTC)

Swedish course
--71.31.237.17 23:50, 31 December 2009 (UTC)This course has no sound link that I can find. It would be very useful to have sound so one could know how the Swedish is pronounced.
 * There is some Swedish pronunciation of words available. Please check this category and add it to the courses here on Wikiversity: commons:Category:Swedish pronunciation.--Juan de Vojníkov 22:59, 15 January 2010 (UTC)

Introducing Annotated Bibliographies
Note: I need a little help designing a format for the titles of the pages and the root index.--JohnBessatalk 22:43, 18 December 2009 (UTC)

I will (over time) attempt introduce the idea of  annotated bibliographies as mediated support material that can contain varying critical interpretations of important cited text.

Annotations that have differing critical approaches will help support wv's structure by creating back-linking maps to other threads on similar topics, as the different topics will link to common supporting material.

This extends the "conceptual complexity" idea that I described below in the linking discussion. It should help add another dimension of value to the wv. This "loosening" of the purely hierarchical wiki format will also support the idea of multiple threads of research that can help prevent the types of conflict that plague WP.--JohnBessatalk 14:54, 8 December 2009 (UTC)

This is the list of annotated bibliographies I want to import from their present location:
 * Japan, From Will Durant's Our Oriental Heritage
 * The Life-Giving Sword by Yagyu Munenori
 * Carl Rogers on Personal Power
 * Technics and Civilization by Lewis Mumford
 * The Information Society by Christoper May
 * Emotional Intelligence by Daniel Goleman
 * The Farther Reaches of Human Nature by Abraham Maslow
 * Prisoners of Hate by Aaron Beck
 * Carl Rogers: Dialogues with BF Skinner
 * On Becoming a Person by Carl Rogers
 * Cognitive Therapy by Aaron Beck
 * Politics and Innocence: A Humanistic Debate by Carl Rogers
 * The Carl Rogers Reader
 * B. F. Skinner by Daniel W. Bjork
 * The Control Revolution by Andrew L. Shapiro

 * Hi! Quite a long blog. First of all the copyright issues should be clarified. For the titles I would suggest to keep the pesent ones + put something behind, like Japan (bibliography), The Life-Giving Sword (bibliography)... Put them into one category and fing a place in WV category system, where your cat. can fit in. In case you are not satisfied with either page or cat. name, you can adjust those later. Also I would put a link to these pages on your user page to be able to find them very easily. --Gbaor 11:39, 19 December 2009 (UTC)

 * Thx, Gbaor. Just for future reference, as this is my stuff, all of my stuff either goes w/ the accepted license or is public domain. (Photos are different, as I am selling them now.) The WP just puts the title, and then will "disambiguate" if there is a conflict.  I am not sure we have a surplus of those resources, so my thought is to put the author in the title, but how to punctuate it, possibly "Good_Book_by_Good_Writer_(annotated_bibliography)."  I am not sure "annotated bibliography" is a great descriptor as a "bibliography" is a collection of titles, and "annotated" isn't the word most commonly used to describe critical inquiry.

 * Categories should be the fun part, as my goal is to create a tagging/linking effect from what we rely on for validity: supporting information. I want to introduce the idea of a complexity such as in concept mapping (or webbing for the K-12 set) where back-links such as common citations actually become focal points for developing new information from critical comparison. Here is an extensive document on "thought linking" that I wrote a few years back when I really obsessed about the topic.--John[[Image:bessa66.png|12px]]Bessatalk 15:47, 19 December 2009 (UTC)

Mediated Citations(?) I first heard the word "mediated" applied (complainingly) in terms of Information to the Internet community of Care2 by a hippie in front of the Savanah, GA library a few years  back. "What a funny use of the word" I thought, but it stuck with me to mean a layer between social action (here critical comparison) and actual fact (the cited text). And not mediation in the sense of avoiding a court battle.--JohnBessatalk 15:38, 23 December 2009 (UTC)

Alternative title ideas might be "John_Bessa's_review_of_Shakespeare_works" or "Review of Shakespeare's works/John_Bessa" for examples. The later could be useful for collecting together reviews or annotations by multiple authors. -- dark lama  19:33, 1 January 2010 (UTC)

Darklama wrote: "useful for collecting together reviews or annotations by multiple authors" Your suggestion would have exactly the opposite effect I am looking for; if you present the work as personal and not collaborative, it will never become a group effort.--JohnBessatalk 00:15, 2 January 2010 (UTC)

 * Something like reading groups? --Gbaor 08:31, 15 January 2010 (UTC)
 * Yeah. The focus would be on specific citations, rather than chapters.--John[[Image:bessa66.png|12px]]Bessatalk 21:46, 17 January 2010 (UTC)


text:
User:SarahStewart

My name is Sarah Stewart. I am an educational programmer and facilitator employed at Otago Polytechnic, Dunedin. I am also an educational consultant and midwife.

Blog: http://sarah-stewart.blogspot.com

Twitter: SarahStewart

title: User:SarahStewart


text: Trigonometry/Functions/Flash cards

title: Trigonometry/Functions/Flash cards


text:
User talk:Gardenwalla

 Hello Gardenwalla, 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.
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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. --Mu301Bot 08:17, 1 January 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:17, 1 January 2010 (UTC)

title: User talk:Gardenwalla


text:
User talk:Tleonard

 Hello Tleonard, 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. --Mu301Bot 08:18, 1 January 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 1 January 2010 (UTC)

title: User talk:Tleonard


text:
User talk:Grifen~enwikiversity

 Hello Grifen, 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
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 * 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. --Mu301Bot 08:18, 1 January 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 1 January 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 Grifen. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Grifen~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) 06:10, 19 April 2015 (UTC)

title: User talk:Grifen~enwikiversity


text:
User talk:TrueFact

 Hello TrueFact, 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. --Mu301Bot 08:18, 1 January 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 1 January 2010 (UTC)

title: User talk:TrueFact


text:
User talk:Hailnora

 Hello Hailnora, 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.
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 * 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. --Mu301Bot 08:18, 1 January 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 1 January 2010 (UTC)

title: User talk:Hailnora


text:
User talk:DuncanMeyers

 Hello DuncanMeyers, 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
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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. --Mu301Bot 08:18, 1 January 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 1 January 2010 (UTC)

title: User talk:DuncanMeyers


text:
User talk:Nellith

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

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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 1 January 2010 (UTC)

title: User talk:Nellith


text:
Trigonometry/Identities/Quiz

{Dividing the Pythagorean equation by which variable produces $$cos^2\theta+\sin^2\theta=1$$? - $$x^2$$ - $$y^2$$ + $$r^2$$
 * type=""}

{Dividing the Pythagorean equation by which variable produces $$\cos^2\theta+1=\csc^2\theta$$? - $$x^2$$ + $$y^2$$ - $$r^2$$
 * type=""}

{Dividing the Pythagorean equation by which variable produces $$1+\tan^2\theta=\sec^2\theta$$? + $$x^2$$ - $$y^2$$ - $$r^2$$
 * type=""}

{ \cos^2\theta + \sin^2\theta = { 1 _1 }
 * type="{}"}

{\cot^2\theta + 1 = - $$\sin^2\theta$$ - $$\sec^2\theta$$ + $$\csc^2\theta$$
 * type=""}

{ \csc^2\theta - \cot^2\theta = { 1 _1 }
 * type="{}"}

{1 + \tan^2\theta = - $$\sin^2\theta$$ + $$\sec^2\theta$$ - $$\csc^2\theta$$
 * type=""}

{ \sec^2\theta - \tan^2\theta = { 1 _1 }
 * type="{}"}

{1 - \cos^2\theta = + $$\sin^2\theta$$ - $$\sec^2\theta$$ - $$\csc^2\theta$$
 * type=""}

{1 - \sin^2\theta = - $$\sin^2\theta$$ - $$\sec^2\theta$$ + $$\cos^2\theta$$
 * type=""}

title: Trigonometry/Identities/Quiz