text:
GarageBand/Getting Started

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
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Getting Started With GarageBand
GarageBand is very simple yet it produces professional quality sound. Best of all, GarageBand feels comfortable to use.

Because GarageBand is so simple, some of the tools are hidden. You have to search a little to find all the tools that you need to create film scores.
 * The secret of GarageBand

Software Instruments
To get started with GarageBand, we will concentrate on creating moods made with the virtual "software instruments" which live inside your computer.

1. Start by selecting a new track and select "Software Instruments". Then select "Musical Typing" in the menu and learn how to create musical notes.

2. Then try recording your musical keystrokes by clicking on the record button. Turn off the metronome if it annoys you.

3. Finally, try playing back your music by clicking on the rewind and then the play buttons.

Jam Pack:Symphony Orchestra/Boldt Packages
By itself, GarageBand is great fun!

But GarageBand can do a whole lot more if it has the musical instruments of a symphony orchestra.

It is Jam Pack:Symphony Orchestra and the Boldt Packages which makes GarageBand useful for filmmakers to create simple but effective film scores for their motion pictures.

That is what you need!!!!

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Keep it simple!
When you start with GarageBand, you will quickly want to use all the wonderful features of this fantastic program. DON'T !

GarageBand comes with pre-recorded sound files called "Apple Loops". You can access the Apple Loops in the Loop Browser.
 * [[Image:Crystal Clear action editdelete.png|24px]] (1) Apple Audio Loops - NEVER!

Apple's audio Loops are wonderful for creating songs and for creating background music for multimedia and event video. But Apple audio Loops are not good for filmmakers who want to score dramatic productions. For now, never use Apple audio Loops.

 * Apple also has some MIDI loops. These loops are OK because you can modify them.  You cannot change the notes of audio loops.

GarageBand allows you to record audio using a microphone. Therefore, you can record someone playing real musical instruments while watching the movie.
 * [[Image:Crystal Clear action editdelete.png|24px]] (2) Real Instruments

However, for filmmakers, the virtual software instruments are easier to use.

Therefore, I recommend that you start by using the software instruments rather than real musical instruments that must be with a professional microphone in a very quiet room.

GarageBand has many of the basic tools of musicians. However, you do not need them to create musical sound effects.
 * [[Image:Crystal Clear action editdelete.png|24px]] (3) Most tools for musicians

If you want, you can ignore the Tempo, the Time Signature, or the Key. Learn about them later.

 * }

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The "Musical Typing" Keyboard

 * The most useful feature of GarageBand
 * GarageBand allows you to use your computer keyboard as a substitute for a MIDI keyboard. Professional musicians will never do this because the computer keyboard is not velocity sensitive.  But for filmmakers, the musical keyboard is simply wonderful.

 * Getting started
 * To use the musical typing keyboard, just select it from the menu. While it appears on the screen, you can use your Macintosh keyboard as a piano.

 * Velocity
 * Look at the two keys marked Velocity. You can adjust the velocity with these two keys.  Later, you can adjust the velocity of the notes in the note editor.

 * Pitch
 * Look at the two keys which move you down or up an octave. You will use these keys a lot.

 * Sustain
 * The tab key works like the sustain pedal of a piano. This produces interesting sounds.

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Velocity vs. Volume
When you increase the velocity, the sound gets louder. When you decrease the velocity, the sound gets softer.
 * Velocity is very much like volume

Therefore, people assume that velocity and volume are the same. In Jam Pack:Symphony Orchestra, they are not!

In Jam Pack:Symphony Orchestra, when you increase the velocity, not only does the sound get louder, the sound has a much stronger sound. The best example of this is the software instrument for Guitar.

Here is a [[Media:Guitar sound velocity 70.ogg|Guitar sound at velocity of 70]]. As you would expect, the sound is faint.
 * Velocity equals "70"

Here is a [[Media:Guitar sound velocity 100.ogg|Guitar sound at velocity of 100]]. As you would expect, it is stronger.
 * Velocity equals "100"

Here is a [[Media:Guitar sound velocity 127.ogg|Guitar sound at velocity of 127]]. At this velocity, the sound is very different. The sound is not just louder but now the guitar sounds like the string is being rubbed (slapped) as well as plucked.
 * Velocity equals "127"

Note: The musical instruments in the Boldt Packages have only one kind of sound at all velocities.

Note: If you have trouble playing OGG files on your computer, look at the instructions at the Wikipedia help page for OGG files. Your instructor uses MPlayer to listen to OGG files.
 * }

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Adding one musical notes

 * Simple ways to add notes
 * 1) To create music, click on record and press a key on the "musical keyboard".
 * 2) Use the pencil tool to add a note.
 * 3) Drag a midi file to an empty track.

 * The Pencil Tool
 * Since I am a computer nerd, I like to cut and paste. Therefore, I prefer to use the pencil tool to add notes to the timeline at the bottom of the screen.  However, there are a few odd things you must understand before you can do this.   You can only draw notes in a region.  When you grab the pencil tool (by holding down the Command key), GarageBand does not automatically create a region for you.  You must first click in the track (again holding the Command key down) to create a region. Once you create a region and draw one note, you can cut, copy, paste, stretch, move and adjust the notes as you wish.

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Working with computer programs
When you first begin working with a computer program like GarageBand, it never seems to work the way you want it to.
 * GarageBand has its quirks

Even though GarageBand is easy to use, it sometimes works in strange ways.

The solution is to learn how the programmers prefer to work. When you get lost, just ask yourself, "What would a computer nerd do in this situation?"

Once you understand how the programmers think, GarageBand becomes very easy to use.

I think you will really enjoy this program.
 * }

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A New Film Scoring Course

 * This course has been combined with a general course on film scoring. The new course is designed to work with GarageBand but it is more general, more complete, and hopefully more fun.

 * Please begin the new film scoring course.

 * }

title: GarageBand/Getting Started


text: User:JWSchmidt/Blog/Navigation

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

title: User:JWSchmidt/Blog/Navigation


text:
GarageBand/Creating the sound of fear

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Step 1

 * 1. Create the note
 * Start a new project file in GarageBand and add just one note that sounds scary.

 * In the pop quiz, you determined which instrument and pitch is the most frightening. Now you use that instrument and pitch to create just one note in a new project in GarageBand.

 * Note: Once you have created the project with a single note, you can easily adjust the velocity of the note.  That is the next step.

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Step 2
Open up the volume for the track and create a fade in and a fade out for the sound of the violin trill (or whatever instrument you selected.)
 * 2. Shape the volume

Once you are happy with your sound of fear, send me the project file. Done!
 * 3. Send me your results
 * }

 * Before

You create the note at the bottom and then you look at the volume of the note. The volume is just a straight line. You need to fix that.

 * After

You then shape the volume line so if fades in and out. That is all you have to do. Just shape the line. Easy!

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More advanced Techniques
In the exercise above, you used on only one track in GarageBand. If you wish, you can try to create additional tracks to enhance your sound of fear.

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Option 1 · Rich and thick sound
One way to enhance music is to add a second voice which enhances your first voice. One way to to play a complete cord which thickens the sound. Try a cord of violin trills or the same note with a different trill sound.

Option 2 · Add a new sound
Another way to enhance music is add a totally different sound which conflicts and interacts with your original sound. Listen to the sound effects of the Orchestra Kit and add one of the musical sound effects softly in the background.

Option 3 · Add a sound effect
Programs like GarageBand allow you to mix music with ordinary audio files (sound effects from a sound effect library.) Pick a fearful sound effect and combine it with your musical sound. Perhaps the sound of fingernails on a chalk board will make your violin more disgusting. Or the cry of a wolf in the distance.

 * }

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The next page

 * Let me know when you are done or if you have problems Robert Elliott. To email me, you simply @undefined.  [[Image:Crystal Clear app xfmail.png|32px]]

 * Once you have sent me your project file for creating the "Sound of Fear" using a violin trill, etc., you should try to create other moods using only a single note with GarageBand.
 * Creating additional moods for motion pictures with individual notes

 * }

title: GarageBand/Creating the sound of fear


text: User talk:Richardtebbs

title: User talk:Richardtebbs


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User:Kizer/Web Page/Dreamweaver/Project 3

Dreamweaver Future Project
In this project, you'll imagine where you'll be and what you'll be doing 10 years down the road - if everything goes exactly your way, or better. Then you'll share your dreams with your classmates through a Web site you create all about you.

Step One: Create the Layout Tables
1. In Dreamweaver, click the Layout tab and switch to Layout View ( more on Layout View)

2. Create a Layout Table that is 650 x 700.

3. Proceed to draw the following layout cells:

4. Save this file as page1.html

5. Create a new document in DW.

6. Create a Layout Table that is 650 x 500.

7. Proceed to draw the following layout cells:

8. Save this file as page2.html.

9. Go to File>Save As and save this file again as page3.html.

10. Repeat step 9 two additional times, saving the file as page4.html and page5.html.

Step Two: Add Text
1. Page One: Consider your ideal future, ten years from now. In the appropriate cell on your page, (see below) write answers to the following questions. '''Don’t skimp on the detail. Assume a best-case future – the way you want it to be.'''

Lifestyle What career do you see yourself in? (Will you be an entrepreneur? A music or movie star? A politician? A sports hero? A scientist? A teacher? How will you get there?) What kind of lifestyle you will have?

Location Where you are living and how you ended up there

Goals and Accomplishments achievements, professional or otherwise, you are most proud of, and goals yet to achieve

Favorites Whatever your personal preferences and interests are likely to be in ten years What car will you drive or cool techno-toys will you own? What will your favorite hangouts and friends be like? Where you will travel, what you will wear, what sports you will play, what musical instruments you will make, what art will you collect?

2. Page 2: Details, details, details. Key the questions and your responses in the appropriate cells.

The questions are:

My typical day at work is like... I was able to get my dream job because I... My favorite thing about my career is... I would use these adjectives to describe my career... I have only one regret about my lifestyle, it is...

3. Page 3: Just like page 2, key the questions and your responses in the appropriate cells.

The questions are:

Why I chose to live here... Other cities/countries I have lived in... My favorite thing about this place is... My house is like... I live with...

4. Page 4: Just like pages 2 and 3, key the questions and your responses in the appropriate cells.

The questions are:

My proudest moment was when... I had this goal in high school, but I didn’t achieve it... I had this goal in high school, and I did achieve it... A goal I have yet to reach is... I ten more years I see myself...

5. Page 5: Just like pages 2, 3 and 4, key the questions and your responses in the appropriate cells.

The questions are:

My favorite vacation was... I’d say my fashion style is like this now... I really like to listen to this kind of music... My favorite techno-gadget I have is... I am still friends with ____ from high school...

Step Three: Adjust Page Properties
On each of your pages you will want to choose a color scheme to reflect yourself and your future. For the example project, I chose black and gray.

Adjust the background color:

1. Go to Modify > Page Properties

2. In the dialog box that opens, choose "Background Color" and select a commonly used background color. Otherwise, you could key in a hexadecimal color code. Click Ok.

Adjust the text color:

1. Go to Modify > Page Properties

2. In the dialog box that opens, choose "Text Color" and select a commonly used color. Otherwise, you could key in a hexadecimal color code. Click Ok.

Step Four: Create Images for Page One
You'll need 6 images for page one that you will create using Fireworks.

Header Image: The header image is the rectangular image that will appear at the top of the page.

1. Determine the size of your layout cell by looking back at Step One. (hint: the size is listed on the very first image on this page)

2. Open Fireworks and create a new document. Your size should be 650 x 60 and choose a canvas color that matches the background color of your pages.

3. Use your text tool to type "Future Me: Where I'll be in 10 years" (more on using the text tool)

4. Use Effects to add a shadow or glow to your text. (more on using Effects)

5. Use the Shape tools to add background elements as shown below:

6. Save this file as header.png.

Center Image: The center image is the square image that will appear in the center of the page.

1.


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User talk:MagikNinja

Image:JamieMASKquestion3.png
Please provide a source and license template for this image. Thanks. – Mike.lifeguard | @en.wb 22:45, 13 February 2008 (UTC)

title: User talk:MagikNinja


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text: User:DoğanCan

title: User:DoğanCan


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text:
Talk:Statistics/Introduction

Experiments, Outcomes and Events - difficult to understand if not already familiar with symbols
It would be nice if each symbol could be named, or a reference to the name could be provided. I managed to find omega right away, but the other symbols (the $$\cup$$ symbol and the $$\cap$$ symbol, for example) were difficult because they are represented graphically when vieweing the page (not in edit mode).

Additionally, it would be good to narrate each equation. For example:

$$N(A\cup B) = N(A) + N(B)$$

Could be narrated as:

"The number of times A union B occurs equals the number of times A occurs plus the number of times B occurs."

Despite the simplicity of this equation, it took me a while to figure out the meaning simply because I am not yet familiar with the $$\cup$$ symbol.

Despite these criticisms, I find this page to be well written and extremely useful. I would just like to see it updated for dummies like me :-).

--Jimmytharpe 19:04, 19 January 2007 (UTC)

This page should be moved
to Introduction to statistics -- Jtneill - Talk 05:02, 18 March 2008 (UTC)
 * Are courses that are more than just a module or project in the themselves like proper titles that should be capitalized?  In my experience the course titles that I see are usually capitalized. I'm not sure we have built consensus around this specifically, unless it falls under the umbrella of what exists at Naming_conventions. There seems to be inconsistency at Category:Introductions for example. --Remi 05:10, 18 March 2008 (UTC)
 * If you feel there is consensus on the issue, I wouldn't object to it being moved. What do others think/feel about the issue?

Bayes' Theorem
I think the formula for Bayes' Theorem on this page may be wrong. In the proof, we are given $$ P(A\cap B) = \frac{P(A|B)}{P(B)}$$ However, in the section immediately previous we are given $$P(A|B) = \frac{P(A\cap B)}{P(B)}$$ This previous statement gives $$ P(A\cap B) = P(A|B)P(B) <> \frac{P(A|B)}{P(B)}$$ So we have an internal inconsistency. In addition, the Wikipedia statement of Bayes' is $$P(A|B) = \frac{P(B | A)\, P(A)}{P(B)}\,\! $$ Which is NOT equivalent to the statement here that $$ P(B|A) = \frac{P(A|B)P(A)}{P(B)}$$ Wikipedia's proof seems internally consistent.

Yeah, reading through this I had to reread through the Bayes' Theorem proof many times because I couldn't figure out why it worked. The answer? The proof is messed up. I have edited the page so that it contains a valid proof 71.222.89.18

The proof of Bayes's Theorem needs to be expanded here, I think. You start off with: $$ P(A) = \sum_{n=1}^k P(A|B_n)P(B_n)$$, but where does this come from? Because $$B_i$$ are disjoint, the student can understand that for any one of them, the left-hand side of the conditional probability equation, when the $$P(B)$$ term is brought over to it, matches what you have in the summation. And that, therefore, equals the right-hand $$P(A\cap B)$$ term of conditional probability.

But you haven't explained multiplication of probabilities anywhere in this article. And there is no explanation, within the context of this proof and the Bayes's Theorem section, of the relationship between A and B. Given that the Bayes's Theorem presentation says $$P(B_i|A)$$, we can assume that there's an interesection. I'd just like to see more explanation.

Ah...I see that this is a citation of the total law of probability, as shown in the "Extended Form" of Bayes's Theorem on Wikipedia. This is an introductory module. Don't you think you should start off with the basic version of things?

Remember, this is Wiki_versity_, not Wikipedia. The goal is to teach, not cite, right? :)

Cross links between here and Intro to Statistical Analysis?
I recently created another course on statistics over at Introduction to Statistical Analysis. I was originally going to call it Introduction to Statistics but then discovered this project by the same name. I think both projects are great and actually seem to cover some different ground. Anyways, I just wondered if it was worth maybe adding links between the two, maybe at places where one has additional content building on or explaining the other. Wanted to see what contributors here thought. MyNameWasTaken 16:59, 11 January 2012 (UTC)

title: Talk:Statistics/Introduction


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User:Jimmytharpe

Links
jamestharpe.com

artofprogress.com

Special:Contributions/Jimmytharpe

My Wikipedia User Page

My to-do List
--Jimmytharpe 19:06, 19 January 2007 (UTC)

title: User:Jimmytharpe


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text:
Russian

Russian refers to anything related to Russia, including people, language, and culture.

Recommended Reading

 * Schaum's Outline of Russian Grammar
 * Barron's 501 Russian Verbs
 * The New Penguin Russian Course

title: Russian


text: User talk:Cyberdiva

title: User talk:Cyberdiva


text:
User:Banshee~enwikiversity

I don't know how to begin. I'm from Greece and I'm particularly interested in Biology and Art, although I am very keen on expanding the Ancient Greek Language Department as I have been learning the A.G.L. since I was 12. I write stories and poems. I am pretty good at English but I know no terminology with a few exceptions. I want to become either a coroner or a geneticist. Thank you for bothering to read this.

--Banshee 23:15, 19 January 2007 (UTC)

title: User:Banshee~enwikiversity


text:
Beginner Japanese

初級の日本語

Shokyū no Nihongo

Beginner Japanese

Content summary
This learning project will provide an introduction to the Japanese language.

Goals
This learning project offers learning activities to enable you to:
 * Understand some basic elements of the Japanese language
 * Learn the pronunciation of Japanese
 * Understand the various writing systems
 * Learn the syllabaries of Japanese

Introduction
Before continuing, please see Computing in Japanese to determine if your computer and browser are configured properly for viewing course-related material.

Conventions
Throughout this course, Japanese terms are presented in two forms: the Japanese scripts, and romanized forms (rōmaji), which are bolded. Japanese terms written in the Japanese scripts are always followed by rōmaji.

Meanings of Japanese terms and their English equivalents are italicised.

 * 話す hanasu (to speak)
 * 食べる taberu (to eat)

Sample Japanese sentences will be formatted to help you understand how the parts of speech work together.

 * 日本語は話しますか. Nihongo wa hanashimasu ka.
 * Do [you] speak Japanese?
 * Literally:  Speaking of Japanese, speak?

Japanese can be said to use SOV (Subject-Object-Verb,  'I Japanese like' ) sentence structure, compared to the English SVO (Subject-Verb-Object,  'I like Japanese' ). Although this is not always true, it may help the beginner to establish a baseline from which to delve into the Japanese Language.

Introduction

 * 1) /Introduction to the Japanese Language/
 * 2) /Introduction to the Japanese Writing System/
 * 3) /Kana/
 * 4) /Kanji/
 * 5) /Pronunciation of Japanese/

Grammar

 * 1) /Existence and Copula/
 * 2) /Particles/
 * 3) /Adjectives/
 * 4) /Verbs/
 * 5) /Godan Verbs/
 * 6) /Ichidan Verbs/
 * 7) /Particles used with verbs/

Applied Japanese

 * 1) /Looking For Someone/
 * 2) /Politeness/

External resources

 * Tae Kim's Japanese Guide to Japanese Grammar.

title: Beginner Japanese


text:
Beginner Japanese/Existence and Copula

This lesson will teach you how to say that something exists or doesn't exist.

Reading
Read Expressing state-of-being.

Exercises

 * Using the words listed at Japanese I/Vocabulary/Nouns 1, say something in:
 * Declarative
 * Negative
 * Past
 * Negative-past

Edit the section below and write the exercise above in hiragana and kanji in this format:

(this signs your name)
Hiragana:
 * words form meaning
 * words form meaning
 * words form meaning
 * words form meaning

Kanji:
 * words form meaning
 * words form meaning
 * words form meaning
 * words form meaning

It will be checked by a fellow student or instructor.

Japanese Existence and Copula/completed exercises contains corrected exercises.

Example:

Hiragana:
 * いすだ declarative, is chair
 * いすじゃない negative, not chair
 * いすだった past, was chair
 * いすじゃなかった negative-past, wasn't chair

Kanji:
 * 椅子だ declarative, is chair
 * 椅子じゃない negative, not chair
 * 椅子だった past, was chair
 * 椅子じゃなかった negative-past, wasn't chair

Examples in polite speech:

Hiragana:
 * いすです declarative, is chair
 * いすではありません negative, not chair
 * いすでした past, was chair
 * いすではありませんでした negative-past, wasn't chair

Kanji:
 * 椅子です declarative, is chair
 * 椅子ではありません negative, not chair
 * 椅子でした past, was chair
 * 椅子ではありませんでした negative-past, wasn't chair

Area to put Exercises
Yama da. Declarative.

Yama janai. Negative.

Yama datta. Declarative, past.

Yama janakatta. Negative, past.

Exercises using polite speech： Yama desu. Declarative

Yama dewaarimasen. Negative

Yama deshita. Declarative, past.

Yama Dewaarimasendeshita. Negative, past

IsidoreStabby (talk)
ひらがな:
 * でんわです polite present declarative '(it) is a telephone'
 * でんわでわありません polite negative present declarative '(it) is not a telephone'
 * でんわでした polite past declarative '(it) was a telephone'
 * でんわでわありませんでした　polite past negative declarative 'it was not a telephone'
 * でんわだ plain present declarative '(it) is a telephone'
 * でんわじゃない plain present negative declarative '(it) is not a telephone'
 * でんわだった plain past declarative '(it) was a telephone'
 * でんわじゃなかった plain past negative declarative　'(it) was not a telephone'

漢字:
 * 電話です polite present declarative '(it) is a telephone'
 * 電話でわありません polite negative present declarative '(it) is not a telephone'
 * 電話でした polite past declarative '(it) was a telephone'
 * 電話でわありませんでした　polite past negative declarative 'it was not a telephone'
 * 電話だ plain present declarative '(it) is a telephone'
 * 電話じゃない plain present negative declarative '(it) is not a telephone'
 * 電話だった plain past declarative '(it) was a telephone'
 * 電話じゃなかった plain past negative declarative '(it) was not a telephone'

Assignment

 * Memorize the words listed at Japanese I/Vocabulary/Nouns 1 including the stroke order of the kanji, number of strokes, and the spelling of them.

title: Beginner Japanese/Existence and Copula


text:
Talk:Beginner Japanese/Existence and Copula

Questions
Leave any questions or exercises here. Please sign your posts using four tildes (~).

Are you sure the last one isn't isujiyanadatta instead of isujiyanakatta? Barasuishou 02:35, 4 September 2007 (UTC)

Hi, as far as I know, the past negative (informal) is written by じゃなかった (janakatta)!椅子だった would be past affirmative ... RodrigoGregori 18:04, 19 January 2008 (UTC)

The small tsu should be double consonant (ie. datta and katta).

98.193.100.152 21:53, 25 March 2008 (UTC)


text:
Wikiversity:The original learning model

The Wikiversity learning model

This page explores the Wikiversity learning (or "e-learning") model, a general approach to learning at Wikiversity. You are also invited to join the reading and discussion group about this model.

The Wikiversity model
The goal of some Wikiversity participants is to create a vast collection of learning materials to be downloaded and used in physical schools and for self-study. For other participants the goal is to evaluate and provide feedback for students and teachers on how various educational resources fulfill their needs.

At Wikiversity educational resources are called "learning resources" and are roughly divided into learning projects and learning materials. The approved Wikiversity project proposal developed in response to a request by the Wikimedia Foundation Board of Trustees also included learning groups. A slogan that captures the intent of the Wikiversity model is "Learning by doing".

Learning projects
Wikiversity attracts participation by developing exciting learning projects for people to engage in their interests. People learn about topics by participating in learning projects and by contributing to the development of learning materials. Learning materials are accumulated as a by-product of learning projects. For example, you can learn about wikis by participating in the Wiki learning project and the development of learning materials can help to improve your understanding of wiki technology.

Lessons learned
Wikipedia allows anyone to create articles for rapid development of an encyclopedia. Nupedia was too slow to develop an encyclopedia because only experts could create articles. Similarly, Wikiversity does not require you to wait while experts create lessons. Wikiversity invites you to explore your personal interests by participating in learning communities. Most people want to learn, but few "teachers" have time to participate at Wikiversity. Consequently you play a major role in the development of learning resources at Wikiversity.

You are free to develop learning resources using almost any approach you want. You can stimulate and facilitate learning by collaborating with other participants to create and develop learning resources. Wikiversity is a wiki. Wikiversity encourages you to explore how wiki technology can best be used to promote and support learning. Wikiversity recommends the development of topic-specific learning communities within the greater Wikiversity learning community. "Learning by doing" means to actively learn by sharing what you know and learning from what others share. "Learning by doing" reminds us to invest in activities that actively engages learners. Wikiversity learning projects should be intellectually stimulating activities that invite learners to become Wikiversity mentors. Education done the wiki way.

The student experience
The new student of a subject is an "expert" in a narrow field: the student knows, better than anyone else, which concepts within the subject material are difficult to learn. Thus, a student who is struggling is encouraged to edit the subject material to expand it to cover the difficult material in more detail. A student who has mastered a concept after a struggle is encouraged to edit the material to make it clearer: such a student is much more of an expert in the clarity of the material than the original author. Students may also learn social interactions with others. Students will also learn to think about those things who they didn't think before. Students will learn more in a way of using their own imaginations.

Education classes in a typical university
The purpose of Education itself as a topic of study is to get students to start transferring their ideas of being a student into those of an educator, to be on the other side of the desk. Education classes in a university typically follow the progression of pre-methods -> methods -> student teaching. Pre-methods classes are designed around educational theory and observation, acclimatizing the student to the process necessary to see education for its methods rather than just the content. Methods classes build on this concept while drawing the student deeper into the process of how students think and what methods are effective in bringing about understanding.

Classes in 'methods blocks' typically include a class on elementary or secondary observation/teaching method, a class on technology, another on classroom management or multiculturalism, and a class on a specific subject area. Once the student has demonstrated proficiency in these classes, they are moved on to a student teaching placement, the practical experience. This full semester of teaching is designed to be as close to the real thing as is possible within the law. Students that survive the semester and have shown to be thoughtful and effective educators are passed on for certification in the jurisdiction in which they did their program.

While Wikiversity cannot provide such an experience for those wanting to learn about education, it is a great opportunity to gain some insights and skills about the process before pursuing an accredited program in education. It is important to keep in mind that education often doesn't have a 'right' answer all the time. More often than not there is a political side to it and education is more than just serving up facts, it's a process that is supposed to last a lifetime.

On the other hand, in its capacity as an alternate educational facility, Wikiversity can provide prospective teachers with questions, creative writing exercises, and readings that are not found in Education departments, or indeed in most teaching methods courses at time of writing. These materials will encourage the prospective teacher to think about her/himself as a performer who uses realtime, and what performance artists call "the heat of the real" to engage students in the experience of meaning.

Wikis call for challenges to the design of learning - see James (2004)

Collaborative learning
Wiki websites facilitate collaborative webpage editing. Building on the collaborative aspect of wikis, Wikiversity is a place for exploration of all types of collaborative "learn by doing" projects. See: Wiki as a tool for learning, Sandbox Server.

Learning models
The page learning models draws together the many pages, contributions and alternative views produced on this topic since the original learning model was produced. In particular, resources at learning models reflect on the actual experiences of learning and content creation at Wikiversity - experiences which were not available when this model was produced. The most active centre for current discussion of Wikiversity learning models is Developing Wikiversity through action research.

External links and resources

 * WikiEducator is another developing resource, which may be of help.
 * Journal of Computer Mediated Communication
 * Journal of Interactive Online Learning
 * Seymour Papert's website - children using computers as instruments for learning
 * "E-Learning" from the M/Cyclopedia of New Media
 * Education-line
 * British Education Index (free version)
 * British Education Internet Resource
 * Educators' Reference Desk

title: Wikiversity:The original learning model


text:
GarageBand/Creating more sounds with single notes

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

Search the symphony orchestra sounds

 * Search all your instruments
 * Musical instruments create moods naturally. Fear is a very easy mood to create.

 * Now look for other moods that the instruments of the symphony orchestra create with just a single note.

 * Just a single note
 * You should be able to create at least three other moods just by using a single instrument in GarageBand with Jam Pack : Symphony Orchestra or the Boldt instrument packages.

 * style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 100px;" |

Send me your results
Once you are happy with sounds, send me the project file. Each file is 2 points.
 * 2. Send me your project files for these new moods.

This lesson is done!
 * }

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

The next page

 * Let me know when you are done or if you have problems Robert Elliott. To email me, you simply @undefined.  [[Image:Crystal Clear app xfmail.png|32px]]

 * Once you have sent me your project files for three other moods creatd with a single note in GarageBand with Symphony Orchestra sounds, you are finished with this lesson.

 * Optional
 * If you wish, there is an optional page. Go to Graduation Day - Music Cue 1 and create the mood that "I got to pee!!!!" with just one musical note of a symphony orchestra.

 * The next lesson
 * In your next lesson, you must create musical sounds with rhythms.
 * Sound of Joy - Rhythm [[Image:Crystal Clear app kcmdf.png|16px]]

 * }


text: Portal:Education/box-header

title: Portal:Education/box-header


text: Portal:Education/box-footer

title: Portal:Education/box-footer


text:
Portal:Education/Intro

Welcome to the Education Portal. Many Wikiversity participants are interested in education in general and how learning takes place at Wikiversity, in particular. This page is meant to be a user-friendly guide to education-related Wikiversity content. You may also be interested in the Wikiversity School of Education and help for School and university projects.

In November 2005 the Wikimedia Foundation Board of Trustees rejected the first Wikiversity project proposal and instructed the Wikiversity community to modify the proposal to "exclude online-courses". The Board requested that the Wikiversity community "clarify [the] concept of e-learning" that will guide Wikiversity. The modified Wikiversity project proposal that was approved by the Board calls for two major components of Wikiversity: learning materials and learning activities.

View a list of learning projects for Education: learning projects for Education.

title: Portal:Education/Intro


text:
Portal:Education/Featured Resource

Featured Resources

 * Collaborative Learning
 * Composing free and open online educational resources
 * Contextual Learning
 * Facilitating Online
 * Networked Learning

title: Portal:Education/Featured Resource


text:
Portal:Education/Learn/See Also

 * Portal:Interdisciplinary Studies
 * Portal:Media
 * Portal:Research
 * Portal:Wiki Scholar
 * Portal:Social Sciences
 * Portal:Professions
 * Portal:Test preparation
 * Portal:Writing Center

title: Portal:Education/Learn/See Also


text:
Portal:Education/Participate/Development Projects

Wikiversity is new and depends on volunteer editors. In the Education area we have Content development projects for: the School of Education - Primary and Secondary Streams - Distance Education and eLearning - Education and Technology - Educational Leadership - Instructional Design - Internet Audio and Video - Learning Objects - Wiki Science


text:
Portal:Education/Featured Picture

Featured Pictures

 * Codex Manesse Konrad von Würzburg.jpg
 * Fondation casino2.jpg
 * India School.jpg
 * Islamic Teaching in Sultanpur Dorgapara hahi Masjid-By-SELIM-01926101990.jpg
 * Teaching Scouts in round hall of Ministère d`Affaires Etrangères in Bangui.jpg
 * Socrates teaching.jpg.
 * Teacher in Laos.jpg

title: Portal:Education/Featured Picture


text:
Portal:Education/Selected biography

Using wikis as tools for learning is a new and evolving social practice. If Wikiversity is to succeed, we need to learn how to make the best use of wikis for learning. This project aims to be an exemplar of how a wiki can be used for learning and to refine, develop and expand on the social practice of using wikis for learning. See Learning to learn a wiki way.

title: Portal:Education/Selected biography


text:
Portal:Education/Did you know

The original Wikiversity model for online learning "Learning by doing" is a slogan that captures the intent of the Wikiversity "e-learning model". The Wikiversity e-learning model was developed in response to a request by the Wikimedia Foundation Board of Trustees and it was included in the approved Wikiversity project proposal.

At Wikiversity a general term that we can use for educational content is "learning resource". So far, learning resources have been roughly divided into learning projects and learning materials.

It is the goal of some Wikiversity participants to create a vast collection of static learning materials, many of which could be downloaded and used by conventional bricks-and-mortar schools, or by self-study students. This is still a major goal of Wikiversity - to provide a repository of learning resources, with lesson plans on how they could be used, and feedback from students and teachers about how we would evaluate these resources in fulfilling their needs.

However, in terms of developing a Wikiversity model for learning, what Wikiversity needs now is a collection of exciting learning projects that will attract wiki participants. If we can engage Wikipedia participants in projects that they are interested in, then the learning materials will accumulate as a by-product of those projects. Here is a familiar example of how participation in a wiki project leads to the production of learning materials.....read more.....

title: Portal:Education/Did you know


text: Portal:Education/Categories

title: Portal:Education/Categories


text:
Portal:Education/Learn/Quotes

"When I examine myself and my methods of thought, I come to the conclusion that the gift of fantasy has meant more to me than my talent for absorbing positive knowledge." - Albert Einstein

title: Portal:Education/Learn/Quotes


text:
Portal:Education/Learn/Learning Projects

 * Educational Wikis
 * Educational standards organizations
 * Facilitating Online
 * Flexible Learning
 * How people learn: brain, mind, experience and school
 * Introduction to Learning Objects
 * Networked learning
 * Open educational resources
 * Quiz
 * Systems And Tools Educational Philosophy
 * Technology in the classroom
 * Wikihigh
 * Homeschooling
 * Unschooling
 * Ivan Illich
 * Reading Group
 * Expanding your professional vocabulary
 * Laboratory on Mathematics and Mathematics Education


text:
Portal:Education/Participate/Things You Can Do

 * Add your name to the Participants list below.
 * Participate in one or more Discussions.
 * Improve a page from the existing Categories and then add it to the Featured Resource list.
 * Find related images at Wikimedia Commons and add them to the Featured Picture list.
 * Create a new lesson or course to help others learn about.


text:
Portal:Education/Learn/News

What is the role of experts in educational wiki projects? 2007: The year of the "expert wiki"? by Nate Anderson ...."what's needed to fix Wikipedia is experts".....

title: Portal:Education/Learn/News


text:
User:JWSchmidt/Blog/20 January 2007

I worked on converting two more portals to the editable box format: Portal:Education and Portal:Physical Sciences.

Courses
From the perspective of "learning projects", conventional courses are are an important type of "learning project" and one that Wikiversity participants should be concerned about. I think the Board of Trustees wanted the Wikiversity community to not give conventional courses a high priority right at the launch of the Wikiversity project. That said, any Wikipedia participants who really do want to develop a conventional course should do so. My guess is that in most cases the best way to develop a conventional course at Wikiversity is to start some wiki editing projects that aim to develop the course. We can always launch a "course" in the form of a discussion group and a search for good sources of information about the topic. If we attract participants who are interested in the topic, they will work to accumulate the learning resources that are needed to explore the topic. With a bit of time it will probably be possible to run a conventional course using the assembled resources. However, I suspect that Wikiversity will also have created a new and innovative online learning environment for the topic that will be superior to conventional courses. If so, most Wikiversity participants will no longer be interested in conventional courses.

See: Portal:Wiki Scholar and User:JWSchmidt/Wiki Scholar.

title: User:JWSchmidt/Blog/20 January 2007


text:
Portal:Education/Featured

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

Featured learning article
One Laptop Per Teacher: Content and Curriculum for (in-service) Teacher Training. This paper proposes structure and content for in-service training of teachers in the use of "One Laptop Per Teacher", an idea related to One Laptop Per Child (OLPC).

Featured research project
Using wikis as tools for learning is a new and evolving social practice. If Wikiversity is to succeed, we need to learn how to make the best use of wikis for learning. This project aims to be an exemplar of how a wiki can be used for learning and to refine, develop and expand on the social practice of using wikis for learning. See Learning to learn a wiki way.

News
What is the role of experts in educational wiki projects? 2007: The year of the "expert wiki"? by Nate Anderson ...."what's needed to fix Wikipedia is experts".....

Did you know?
The Wikiversity model for online learning "Learning by doing" is a slogan that captures the intent of the Wikiversity "e-learning model". The Wikiversity e-learning model was developed in response to a request by the Wikimedia Foundation Board of Trustees and it was included in the approved Wikiversity project proposal.

At Wikiversity a general term that we can use for educational content is "learning resource". So far, learning resources have been roughly divided into learning projects and learning materials.

It is the goal of some Wikiversity participants to create a vast collection of static learning materials, many of which could be downloaded and used by conventional bricks-and-mortar schools, or by self-study students. This is still a major goal of Wikiversity - to provide a repository of learning resources, with lesson plans on how they could be used, and feedback from students and teachers about how we would evaluate these resources in fulfilling their needs.

However, in terms of developing a Wikiversity model for learning, what Wikiversity needs now is a collection of exciting learning projects that will attract wiki participants. If we can engage Wikipedia participants in projects that they are interested in, then the learning materials will accumulate as a by-product of those projects. Here is a familiar example of how participation in a wiki project leads to the production of learning materials.....read more.....

Quotes
"When I examine myself and my methods of thought, I come to the conclusion that the gift of fantasy has meant more to me than my talent for absorbing positive knowledge." - Albert Einstein

Featured learning projects
Educational Wikis - Educational standards organisations - Facilitating Online - Flexible Learning - How people learn: brain, mind, experience and school - Introduction to Learning Objects - Networked learning - Open educational resources - Systems And Tools Educational Philosophy - Technology in the classroom - Wikihigh

title: Portal:Education/Featured


text:
User:Nina Koleva

= INTRODUCTION =

Hello!

My name is Nina Koleva. I'm primary teacher and at the same time I study “Information and communications technologies in Primary Education” at the University of Sofia.

In the middle of December 2006 in the Programme a new discipline was started - "Internet- and Project Competence”. Its directors of studies are Professor Jean-Paul Martin and Associate professor Iliana Mircheva. The aim of this module is to develop the specific qualities for project work, and namely:
 * Team work ability;
 * Ability for solving conflicts;
 * Ability for long term planning and realization of ideas;
 * Purposeful use of new media and means of communication;
 * Responsibility and accuracy.

= IPC 07/08 – PRIMARY EDUCATION =

Teams
= IPC 06/07 – PROJECT =

Topic
In January 2007 I saw and accepted the invitation of Anika Düker – initiator of a project about healthy nutrition. After that our team was formed: Michael Kratky – our tutor, Anika Düker, Ralica Yordanova and me.

The topic of our project is Healthy Nutrition of Children in Primary School. Our team would like to know if the children in primary school eat healthy food, what do they know about nutrition and what are the ways this subject to go into the schools – through the Curriculum, by involving the teachers or through projects. Our aim is to compare the results in Germany (Eichstätt) and Bulgaria (Sofia) and to find the similarities and the differences.

Methodology
Anika Düker made a questionnaire, which the team discussed and added a few points. It has 13 questions about the way the child eats and knowledge about healthy nutrition as well. The questionnaire was given in different schools in Sofia, Bulgaria and Eichstätt, Germany in one and the same time – in the end of January'07. Totally 133 pupils in 4th grade took part in it.

Conclusions
From the analysis me and Ralica made the following conclusions: '''These conclusions prove our hypothesis, because healthy nutrition doesn’t mean to have 1-2 healthy meals a day. It means to have right attitude to the food and constantly to have balanced menu.'''
 * Bulgarian and German kids eat various food at regular intervals. The fruit and vegetables are present in the menu of the two interviewed groups.
 * For the lunch and the dinner Bulgarian children eat healthy food. But if they are left on their own choice, they chose mainly non-healthy food and drinks: paste products, salty/sweet products, fast food and soft drinks. The German children apparently have better behaviour in connection with food as a difference with the Bulgarian.
 * Bulgarian children think that they receive enough information on this topic at school and they discuss it with their parents, but they cannot apply their knowledge. As a difference their German peers think that the way they eat is healthy.

Proposal
My proposal is an educational presentation, focused on healthy nutrition, which will enrich the work of the teachers in the primary school. It includes different modules connected with:
 * Types of the food groups;
 * Glossary;
 * Human body organs;
 * Hygiene;
 * Useful advice.

= WEBLINKS =
 * Forum: Internet-und Projektkompetenz
 * Video: IPK-Eichstätt 07/08
 * Video: IPK-Sofia 07/08
 * Video: The invitation of Anika Düker 06/07

= CONTACTS =

title: User:Nina Koleva


text:
User talk:Nina Koleva

Welcome to Wikiversity!
Hi there, and Welcome to Wikiveristy. I was browsing the list of changes and saw you made a number of edits, so I thought I'd say hi. If you need some help or are having problems, feel free to drop me a note at this link. Historybuff 14:29, 22 January 2007 (UTC)

title: User talk:Nina Koleva


text: File:Nina.jpg

title: File:Nina.jpg


text:
User:Febin dear

this is a page related to electronics engineering

title: User:Febin dear


text:
Narrative dialog editing/Follow Dave:Edit the Scene

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

Open the disk

 * Looking at the disk index
 * There is a lot of stuff on that small disk. You should already have:

 * Watched the "Start Here" movie.
 * This educational (animated) movie gives you a quick overview of the entire film editing process for a dramatic conversation.
 * Watched the "Sample with Music" movie in the "Watch Me Second folder.
 * This movie seems to break all the rules you just learned. There are gaps between the actor's words which have been filled with narrative music.
 * Studied the other two movies in the "Watch Me Second" folder.
 * The version without music or sound effects is the edited scene before any narrative music or sound effects were added. You will notice huge, ugly pauses in the dialog.  Yet, when the music or sound effects is added, the gaps seem to disappear and the rhythm of the conversation seems to be natural. If you don't understand why this works, email me.
 * Printed the "Follow Dave - Storyboard" pdf file.
 * Reference material for when you begin editing the scene.
 * Skimmed the "Movie Set Tour" pdf file.
 * Fluff to keep the kids happy. Still it might be interesting.
 * Skimmed the "Film Editing Instructions".
 * Step by step instructions with lots of pictures. If you edit the scene, you can try following all the decisions which are explained in the written instructions.
 * Skimmed the "Film Scoring Instructions".
 * More for people who want to create film scores.
 * Print the "Shot List".
 * With only six clips, this is not necessary but it might come in handy.

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 40%; background-color: white; border: 1px solid #777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 100px;" rowspan="1" |
 * }
 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

Open the clips

 * Looking at the clips
 * Locate the six film dailies clips in the folder called "Clips Ready For Editing". These are:

 * Scene 17, Take 1 - Master Shot
 * Scene 17, Take 2 - Master Shot
 * Scene 17A, Take 2 - Close up
 * Scene 17A, Take 3 - Close up
 * Scene 17B, Take 7 - Reverse Master Shot
 * Scene 17C, Take 1 - Close up

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 40%; background-color: white; border: 1px solid #777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 100px;" rowspan="1" |
 * }
 * style="width: 40%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

Open the instructions

 * Print the pdf file
 * There are over 80 pages of colorful instructions which very slowly walk you through the editing of the scene. This is exactly the same instructions that you saw in the animated movie "Start Here" but in a print format which you can more easily follow.  With the printed instructions, more of the logic of editing this scene is explained.

 * style="width: 60%; background-color: #999; border: 1px solid #000; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 100px;" rowspan="1" |
 * }

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

Follow the basic steps

 * Audio first, picture second
 * Remember to select the best clips for each piece of dialog. When the audio is perfect, adjust the video.  This is what you saw in the "Start Here" movie.

 * Send me a copy
 * When you are finished, send me a copy. You will earn points.

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

Open Source
All of the documents on the "Follow Dave?" Editing Workshop are distributed with the GNU Open Source Document License.

Share the disk with your friends. Use the frame numbers to compare your edits of the scene.

 * }

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

The next lesson

 * Once you have finished editing the scene called "Follow Dave?", you are ready for 24 more scenes.
 * Analyzing and editing film dailies for 24 scenes [[Image:Crystal Clear action forward.png|24px]]

 * }


text:
Talk:Fourier analysis

(moved here, the main lesson isnt the place...)

Good day. This topic is neigh on impossible to understand, and I you can help wiki, do it! I am lost!

D.

Pretty good introduction at Wikipedia: http://en.wikipedia.org/wiki/Fourier_analysis

title: Talk:Fourier analysis


text:
User talk:Veritas~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Veritas. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Veritas~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 00:11, 18 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) 06:24, 19 April 2015 (UTC)

title: User talk:Veritas~enwikiversity


text: Portal:Physical Sciencesnew/box-header

title: Portal:Physical Sciencesnew/box-header


text: Portal:Physical Sciencesnew/box-footer

title: Portal:Physical Sciencesnew/box-footer


text:
Portal:Physical Sciencesnew/Intro

Welcome to the Physical Sciences Portal! This page connects browsers to the learning materials that have been developed by the various Wikiversity Physical Sciences content development projects. This portal features exciting examples of Physical Sciences learning resources.

The content development projects are the schools, departments and divisions linked to from this page. Wikiversity participants who are interested in the Physical Sciences are invited to create and develop learning projects and learning resources and help organize access to them by developing this portal.

title: Portal:Physical Sciencesnew/Intro


text:
Film Scoring/Creating the sound of joy

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
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This lesson

 * Tiny bells
 * In this lesson, you create moods using delicate rhythms.

 * The sound of repeating bells can create a mood such as "joy".

 * Using other instruments of the symphony orchestra, we can get other moods (such as "in a hurry") with delicate repeating patterns.

 * That is all we do in this lesson.

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

Overview of film scoring
This lesson is the second of three lessons in film scoring for non-musicians (filmmakers).

1. Creating music with individual notes.

In the previous lesson, we learned that by using symphonic instruments in GarageBand, we can create many different moods with just a single note.

2. Creating music with rhythm.

In this lesson, we will learn that we can create moods with tiny rhythms.

3. Creating music with melody.

In the next lesson, we will learn to create moods with simple melodies.

Hopefully, soon, this lesson will be greatly expanded with lots of examples.
 * Someday soon...

For now, please go ahead and try it.

 * }

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

The next page

 * The first thing we will do is have a pop quiz.
 * Pop Quiz - GarageBand with symphony orchestra - delicate rhythms [[Image:Crystal Clear action forward.png|24px]]

 * }

title: Film Scoring/Creating the sound of joy


text: User talk:Reduan

title: User talk:Reduan


text:
Portal:Physical Sciencesnew/Related portals

Other Wikiversity science-related portals: Engineering and Technology - Life Sciences - Mathematics - Social Sciences - General Science Portal


text:
Portal:Physical Sciencesnew/WikiProjects

Content development projects exist on pages in "School:" or "Topic:" namespaces.
 * School of Chemistry
 * School of Geology
 * School of Hydrology
 * School of Physics and Astronomy
 * School of Engineering
 * School of Electronics
 * Department of Astronomy
 * Center for the Study of General Relativity


text:
Portal:Physical Sciencesnew/Selected biography

Participants in the Theory of Everything Project develop research projects involving public databases for particle physics experiments.


text:
Portal:Physical Sciencesnew/Selected picture

The Wikiversity Institute of Particle Physics is a content development project where participants create and organize learning resources related to physics. Resources under development include study guides for: Statistical mechanics, Relativity, Mathematical Methods in Physics, Quantum mechanics I, Classical mechanics, Chaos theory.


text: Portal:Physical Sciencesnew/Things you can do


text:
Principles of entrepreneurship

The Principles
Entrepreneurship resides not only in the school of business, but also in the zeitgeist of liberal and contemporary culture. Fifty years ago the world was dominated by singular corporations that provided for nearly everything from phone lines to nuclear devices and radiators such as lasers (Bell laboratories).

However, today the world is spammed and clogged by the myriads of companies and proprietorships each yearning for their piece of the pie. Yes, we still do have those corporations that some consider to be bullies that monopolize in excess. Today, we as consumers and customers have more choices and thus more rationality in terms of how and why the product or service would, should, or could benefit us. Thus, that is or should be the basic mindset for an amateur yuppy seeking a self-employed vocation in the often gruelling world of commerce.

An entrepreneur as defined at reference.com as, "a person who organizes and manages any enterprise, esp. a business, usually with considerable initiative and risk". What the reference.com doesn't mention is that entrepreneur's are often faced with the impossible task of competing against the very giants of their respected industry, albeit computer software or infant shoes.

The word 'entrepreneur' derives from the french expression 'to take up'. 'Entrepreneur' refers to the trait of taking up new ideas, products and concepts in the marketplace. They find an unfilled need in the marketplace and fill it by developing an innovative solution to it. In return they seek some sort of significant compensation; often being but not limited to financial rewards. Other compensation may be aiding in the advancement of society, and having the ability to create their own work environment.

It helps for an entrepreneur to have a decent background in marketing, business management and economics. Also useful is knowledge of the product or service one intends to deliver to customers, budgeting and bookkeeping.

Often a newly sprouted entrepreneur the mindset analogy can be compared to the old "me against the world" and that's exactly what some new proprietors seek as they try to garner as many customers as possible providing quaility and affordabilty all while promoting their machinations either leading to huge success and eventual maturation or obscurity and even dissolvement. Successful entrepreneurs soon realize they must focus on delivering specific goods or services to specific customers rather than trying to be all things to all potential customers.

That is why the entrepreneur of today must be equipped and be prepared to face the difficulties of today's often hindering commercial world. If success does ever waiver for an entrepreneur he may seek to either choose to: 1. Convert and incorporate the entrepreneurship into an actual parternship or corporation 2. Sell the rights of the company or it's assets usually for reparations Or even... 3. Remain as a one-manned company and continue as an entrepreneurship probably inheriting the rights to his son, family friend, etc.

However, with this said, there are many positives and negatives to converting a sole ownership but that topic is too broad and multitudinous to cover here, but work will be done in the future about the topic of the different types of incorporations. For now, you have learned a basic comprehension of the life of an entrepreneur, his competion and his many options as an entrepreneur, hopefully giving you a more potent sense of the principes of entrepreneurship as well as incorporation.

Business Plan
A business plan is a formal document that clearly defines a business idea and its feasability. It is often used for planning a new venture, a business expansion, and reviewing a businesses sucess or failure. It is most often used as a tool for investors, bankers, venture capitalists, and angels in acquiring startup capital.

More info coming soon...
 * Steps in business planning

title: Principles of entrepreneurship


text:
Computer Architecture Lab/Winter2006/HoeftPirkWeirHuang/InstructionSetII/More

VHDL-Source for NORISK-Chip (hardware-programmer, CPU)

Features

 * 32-bit Harvard processor architecture
 * Dual-ported Instruction Memory
 * Word addresses
 * Memory Mapped IO
 * On Chip-Memory programmer
 * 16 general purpose registers
 * 16-bit instructions
 * Instruction preprocessing
 * 3-stage piplining
 * 1 cycle relative conditional branches
 * 1 cycle absolute jumps

Three Operands
The 8-bit immediate values are unsigned, 11-bit branch values are signed.

Two Operands
All 4-bit immediate values are unsigned.

Pipelining
The NORISK Processor implements three-stage pipelining:
 * Instruction fetching and simple branch logic
 * Decoding
 * Execution and Memory Access

Macro Assembler
The macro assembler was written using flex and yacc. The goal was to produce an intuitive assembler. It allows C-style usage of assembly operations.

C/C++, Flex, Yacc-Sources for assembler and instruction set simulator. Assembler-Sources for example assembly programs.

Data memory initialization
word identifier[size] word identifier[]=word1,word2,word3,... word identifier[size]=word1,word2,word3,... word identifier[]="string" word identifier[size]="string"
 * Zero initialized 32bit words:
 * User initialized 32bit words: (size determined by assembler)
 * User initialized 32bit words: (size determined by programmer)
 * String:
 * String: (size determined by programmer)

Data transfer
rXX = rYY rXX = rYY[disp] rXX[disp] = rYY Displacement values above zero are not possible with the current NORISK instruction-set. rXX = immediate Immediate values can be numeric (0x for hexadecimal), labels or storage variables.
 * Register-Register:
 * Register-Memory and Memory-Register
 * Register-Immediate

Arithmetic Operations
rXX is source and destination
 * Possible operations are &,|,^,<<,>>, R> (rotate right), >A> (arithmetic shift right)
 * Syntax 1: rXX = rYY op rZZ
 * Syntax 2: rXX op=rZZ
 * For some operations (depending on the instruction set) immediate values instead of rZZ are possible.

Control flow
This type of conditions produce a CMP operation before the branch.
 * Labels: identifier followed by :
 * Branch: goto label
 * Conditional branch: goto label if condition
 * Flag conditions: carry, !carry, zero, !zero
 * Compare conditions: rXX {< or <= or > or >= or == or !=} {rYY or immediate}
 * Relative call: rcall label. Saves next PC in register 15 and performs a relative jump.
 * Return: return

Example program: bubble-sort
word test[]={20,20,21,19,15,1,10,12,6,7,3,100, 99,98,97}

r5 = sizeof(test) r5 = r5+r0 ; calculate end

outer_loop: r1 = test ; memory address of 1st operand r2 = test ; memory address of 2nd operand r2 += 1 r6 = 0 ; flag if sort is completed

inner_loop: r3 = r1[0] ; load operands r4 = r2[0]

goto next if r3 <= r4 ; decide whether it is necessary to swap them r2[0] = r3 ; swap elements r1[0] = r4 r6 += 1   ; set not-done flag

next: r1 += 1 r2 += 1 ; next index goto inner_loop if r2 < r5 ; repeat if end not reached goto outer_loop if r6 != 0 ; repeat if sort not finished

r0 = 0x80000000 ; IO-address for leds r1 = 0xF r0[0] = r1 ; illuminate four leds

infinite: goto infinite ; loop forever

Call Parameters
ass prgm_file bin_out [bin_data_out]
 * prgm_file is the source code file
 * bin_out is the binary code output
 * bin_data_out is the binary data output. If this parameter is omitted, a default value (based on the bin_out parameter) is used.

Call Parameters
iss prgmmem datamem [datamem_out]
 * prgmmem is the filename of assembly program code output
 * datamem is the filename of assembly data output
 * datamem_out is optional. If specified the contents of the data memory after quit are written to that file.

During Operation

 * Enter executes next instruction
 * Sometimes IO input is requested (prompt: [IO@ address]:) the value specified is returned for this load operation. 0x for hexadecimal is allowed.
 * q stops execution and writes data file

On chip-memory programmer
Visual C++ Source for Programmer using a serial com port.

Console operation
Sends input from keys to the serial interface and displays received data.
 * programmer com_port_number con

Read memory
Reads first number_of_words words of program or data memory and writes file.
 * programmer com_port_number read {prgm|data} file number_of_words

Write specific memory
Writes a maximum of max_number_of_words words of program or data memory from file. If max_number_of_words is omitted it writes the whole file.
 * programmer com_port_number write {prgm|data} file [max_number_of_words]

Write whole program
Writes basename.mif to program memory and basename_data.mif to data memory.
 * programmer com_port_number writeall basename


text:
Portal:Physical Sciencesnew/Physical Sciencesnew topics

The Wikiversity page for Acid-base chemistry introduces the fundamentals and links to related resources at Wikibooks and other websites, including videos.


text:
Portal:Physical Sciencesnew/Categories

Browse learning resources in these categories:
 * Astronomy - Chemistry - Geology - Hydrology - Marine sciences - Mathematics - Meteorology - Physics

title: Portal:Physical Sciencesnew/Categories


text:
Portal:Physical Sciencesnew/Selected article

The Observational astronomy learning project has activities for participants that guide them through the same process that an astronomer uses to analyze data.


text:
MicroMIRV air defense system

Link to any subpages this page might have

Molecule-connected microcomponents of standard ammunition which harvest kinetic energy from the gunpowder reaction.

The shaped charge formed by the time-sequenced detonation of the nanocomponents dissassembled microcomponents is able to concentrate explosive energy in 4-D space that intersects path of aggressor (F-22 and other vehicles).

DNA sequences complementary to U-235 but not U-238 are used to super-enrich the structured 3-D volume of the microcomponents.

What DNA sequences would be complementary to U-235 but not U-238?

The microMIRV air defense system learning project seeks to design manufacturable 9x19mm ammunition that can destroy modern military aircraft in any stage of flight.

title: MicroMIRV air defense system


text:
Portal:Physical Sciencesnew/Quotes

"This is not your mother's radio telescope." - Jill Tarter speaking about the Allen Telescope Array. See Astronomy Project.

"We must not forget that when radium was discovered no one knew that it would prove useful in hospitals. And this is a proof that scientific work must not be considered from the point of view of the direct usefulness of it". - Marie Curie

title: Portal:Physical Sciencesnew/Quotes


text: File:DIC mechanical control experiment 2007.png


text: File:DIC electrode array cross section 2.png


text: File:DIC anodization 2007.png

title: File:DIC anodization 2007.png


text:
Talk:Observational astronomy/Extrasolar planet

Active participants
Sign up to be a participant by adding your username to this list. If you have created an account on the Systemic Backend also include a link to your page there.

 * User:Mu301 (systemic: mu301)

Systemic Planet Hunting
So you saw too?--Rayc 18:16, 20 January 2007 (UTC)

Grid computing for Wikiversity planet detection?
I would be happy to try to help with software support. Can a systematic use of grid resources help in the data processing necessary to analyze stellar orbits?

 * Thanks for the offer. I've only just started using this software, so I'm not quite sure what is possible.  The website mentions that you can run your own client, but I didn't see any details on how to do that.  The Systemic project was inspired by the idea of seti@home but with one important difference - they wanted this project to be interactive rather than just a screensaver.  Finding a good fit to the data requires human interaction.  But there are parts of the program that are very compute intensive.  Once a good candidate is found you need to run the planet simulation forward in time to check for stability.  This can take hours.  I'll let you know if I find out more about this.--mikeu 16:38, 22 January 2007 (UTC)

Dead link
During several automated bot runs the following external link was found to be unavailable. Please check if the link is in fact down and fix or remove it in that case!

 * http://obswww.unige.ch/~pont/TRANSITS.htm (archive)
 * In Observational astronomy/Extrasolar planet on 2009-09-25 17:45:42, 404 Not Found
 * In Observational astronomy/Extrasolar planet on 2009-09-27 06:32:04, 404 Not Found
 * In Observational astronomy/Extrasolar planet on 2009-10-03 14:12:06, 404 Not Found
 * In Observational astronomy/Extrasolar planet on 2009-10-04 06:32:04, 404 Not Found
 * In Observational astronomy/Extrasolar planet on 2009-10-11 06:32:03, 404 Not Found

The web page has been saved by the Internet Archive. Please consider linking to an appropriate archived version:. --Mu301Bot 06:32, 11 October 2009 (UTC)

 * The page has moved to http://obswww.unige.ch/~pont/TRANSITS.htm and the learning project link is now updated. --mikeu talk 15:01, 11 October 2009 (UTC)

Dead link 2
During several automated bot runs the following external link was found to be unavailable. Please check if the link is in fact down and fix or remove it in that case!

 * http://www.inscience.ch/transits/TRANSITS.htm (archive)
 * In Observational astronomy/Extrasolar planet on 2009-12-20 07:32:04, 404 Object Not Found
 * In Observational astronomy/Extrasolar planet on 2009-12-27 07:32:08, 404 Object Not Found
 * In Observational astronomy/Extrasolar planet on 2010-01-03 07:32:03, 404 Object Not Found
 * In Observational astronomy/Extrasolar planet on 2010-01-10 07:32:18, 404 Object Not Found

The web page has been saved by the Internet Archive. Please consider linking to an appropriate archived version:. --Mu301Bot 07:32, 10 January 2010 (UTC)

✅ --mikeu talk 04:15, 11 January 2010 (UTC)

Dead link 3
During several automated bot runs the following external link was found to be unavailable. Please check if the link is in fact down and fix or remove it in that case!

 * http://oklo.org/?page_id=33
 * In Binary Stars and Extrasolar Planets Learning Activity on 2010-06-20 06:32:52, 404 Not Found
 * In Observational astronomy/Extrasolar planet on 2010-06-27 06:32:13, 404 Not Found
 * In Binary Stars and Extrasolar Planets Learning Activity on 2010-07-04 06:32:12, 404 Not Found
 * In Observational astronomy/Extrasolar planet on 2010-07-11 06:32:10, 404 Not Found

--Mu301Bot 06:32, 11 July 2010 (UTC)

Dead link 4
During several automated bot runs the following external link was found to be unavailable. Please check if the link is in fact down and fix or remove it in that case!

 * http://www.aavso.org/observing/programs/ccd/transitsearch.shtml
 * In Observational astronomy/Extrasolar planet on 2010-07-25 06:32:10, 404 Not Found
 * In Observational astronomy/Extrasolar planet on 2010-09-12 16:33:36, 404 Not Found

--Mu301Bot 16:33, 12 September 2010 (UTC)

Dead link 5
During several automated bot runs the following external link was found to be unavailable. Please check if the link is in fact down and fix or remove it in that case!

 * http://www.aavso.org/vstar/vsots/fall04.shtml
 * In Observational astronomy/Extrasolar planet on 2010-09-12 16:33:51, 404 Not Found
 * In Observational astronomy/Extrasolar planet on 2010-09-14 00:49:39, 404 Not Found
 * In Observational astronomy/Extrasolar planet on 2010-09-19 06:32:06, 404 Not Found
 * In Observational astronomy/Extrasolar planet on 2010-09-26 06:32:09, 404 Not Found
 * In Observational astronomy/Extrasolar planet on 2010-10-03 06:32:24, 404 Not Found

--Mu301Bot 06:32, 3 October 2010 (UTC)


text: Template:Reflist

title: Template:Reflist


text:
User:Test

I'm a test user. Mess with me all you want!

title: User:Test


text:
User talk:Test

Output from test:

Thank you for experimenting with Wikiversity. Your test worked, and it has been reverted or removed. Please use the sandbox for any other tests you want to do. Take a look at the what is Wikiversity page if you would like to learn more about contributing.

title: User talk:Test


text:
Programming Logic/Looping

Looping is when a certain order of commands are repeated (endlessly or a certain number of times or until something else happens)

Endless loops
For this case, the code is executed forever. This is dangerous. This can happen if a counter variable is not incremented, or if the condition is always true and the loop will therefore never stop.

Example:

{ Step forward Repeat }

The roboter would endlessly walk forward

Loops repeated a certain number of times
For this case, some kind of counter is used to keep track of how many iterations of the loop have been executed.

Example:

{ step forward repeat 10 times } The roboter would take 10 steps and then stop.

Conditional loops
In this case, the code is executed and operations performed either while a certain condition is true, or until a certain condition becomes true.

Example:

{ step forward repeat until you are in front of wall }

In this case the roboter would walk forward until it is in front of a wall. It would not matter how far away it is (that means you don't have to re-program the robot when you have another distance). Then it would continue the program.

title: Programming Logic/Looping


text:
Skype

This is the learning project about the realtime VoIP system for peer-to-peer communication. See Internet Audio and Video

What is Skype?
Skype is a proprietary peer-to-peer Voice over IP (VoIP) network. The Skype communications system is notable for its broad range of features, including free voice and video conferencing, and its ability to use peer to peer (decentralized) technology to overcome common firewall and NAT (Network address translation) problems.

How can Skype be used as a learning resource?
Besides being useful as a phone call program, Skype can also be used as a vital and integral part of Foreign language instruction, to connect to teachers, record multiuser lessons, and create podcasts to name a few.

Who uses Skype?

 * Wikiversity: Category:Users familiar with Skype
 * Wikipedia: w:Category:Wikipedians who use Skype

Template: Place UserSkype on your user page if you wish to be part of Wikiversity's Skype network. Use the code:

...where username is how you are recognized on the skype network.

Recording Skype calls
For Windows users, Skype has "plugins" that extend the basic VoIP conference call capability. One of the add-on tools for the Windows version of Skype is called Pamela MP3 Call Recorder / 3.1. Pamela MP3 Call Recorder has a free demo version but costs $15.00 US. There are also a few Macintosh tools for working with Skype (see) such as Call Recorder for Mac OS X / 2.2. Call Recorder for Mac OS X has a free demo but costs $15.00 US.

Examples

 * 12 second "proof of concept" recording of a Skype VoIP session: [[Image:2007-12-01-16-35-EST.ogg]]

 * 4 minute Skype VoIP session with some discussion of how to record: [[Image:2007-12-01-23-58-EST.ogg]]
 * This was a three-way Skype conference call with User:Nolhay, User:JWSchmidt and a third computer as a "silent" participant being used to record. The recording computer was an Intel Pentium 4 (1.6 GHz) running Windows XP Pro and Skype (version 3.6.0.216). The sound output line (headphones/speaker) was connected through a cable to the line-in. Audacity was used to record the Skype conference call.

Participating in a Skype conference call
What you need: You need to download the Skype software for your operating system. Note the system requirements: Skype uses a significant amount of RAM, virtual memory and CPU cycles (Macintosh, Linux, Windows, bottom of the page).

When you use Skype, your computer may not have enough computing resources to produce good sound quality. While in a conference call, avoid using your computer for other memory- or CPU-intensive purposes.
 * Input If you want other people to hear you talk, your computer must have a microphone or some way to feed your pre-recorded audio into the Skype call.
 * Output It is best to use headset in order to prevent feedback from speakers into your microphone. If you are in a noisy location, you can use the Skype "mute" button when you are not actively speaking.

Sharing Skype calls
One goal of Wiki Campus Radio is to have streaming audio, including a capability to have the equivalent of a "call in show". How can streaming audio be generated "live" from a Skype conference call? How can listeners "call in" and participate in the on-going VoIP session?

Using the, Winamp and SHOUTcast can be used to produce a streaming audio version of a Skype conference call. It is possible for a large audience to use client software such as VLC media player to listen to the audio stream. In this case, there was about a 45 second delay between the VoIP conversation and the audio stream. It would be possible for listeners to coordinate through the Wikiversity IRC chat channel and enter into the Skype conference call while it is in progress, either to ask questions or participate in a new segment of the "show".

Will it be possible to use the Sandbox Server as a host for Skype conversations, both to record them and to make streaming audio available?

Resources

 * Official Skype website
 * Scientific Research on Skype (Reverese Engineering, etc.)
 * The Computer Revolution/Communication/Skype at Wikibooks (needs development)

title: Skype


text:
Category:Users familiar with Skype

For people with Skype

See also Category:Wikipedians who use Skype

title: Category:Users familiar with Skype


text:
User:Rayc/X

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

title: User:Rayc/X


text: Template:UserSkype

title: Template:UserSkype


text:
User:Elatanatari~enwikiversity/draft3/archive

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
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Allons!
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 * style="width: 40%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Lessons in Français I
"Français I" is a course in the French Department. In this Begining course, students are introduced to simple vocabulary, elementary grammatical structures, and the present and past tenses of regular verbs. Students practice the fundamentals of the language through listening, repitition, reading and writing French. An understanding of French culture is intiated.

La France
 * rowspan="2" style="width: 60%; background-color: #efefff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

The French Republic or France (French: République française or France) is a country whose metropolitan territory is located in Western Europe and that also comprises a collection of overseas islands and territories located in North America, the Caribbean, South America, the Indian Ocean, the Pacific Ocean, and Antarctica.

The French Republic is a democracy which is organised as a unitary semi-presidential republic. It has the seventh-largest economy in the world. Its main ideals are expressed in the Declaration of the Rights of Man and the Citizen. France is one of the founding members of the European Union, and has the largest land area of all members. France is also a founding member of the United Nations, and a member of La Francophonie, the G8, and the Latin Union. It is one of the five permanent members of the United Nations Security Council wielding veto power, and it is also one of eight acknowledged nuclear powers.

With almost 75 million foreign tourists each year, France is also the most popular international tourist destination in the world.
 * style="width: 40%; background-color: Cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 40%; background-color: Cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Lessons

 * Lesson #1 : Introducing Yourself

 * }

{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

Contact Your Instructor

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

 * }


text: Template:French Present Verb

title: Template:French Present Verb


text:
Portal:Physical Sciencesnew/Did you know

The Euler-Lagrange equation of classical mechanics was discovered during attempts to find a curve for which the time taken by a frictionless particle sliding down it under uniform gravity to its lowest point is independent of its starting point.


text:
Portal:Physical Sciencesnew/Physical Sciencesnew news

Geology. "Geology may work in favor of energy producers" by David Elbert. Sandstone domes in the remnants of the North American Midcontinent Rift can be used to store energy.


text:
User:Coredesat

This is a placeholder account, designed to prevent people from impersonating me here.

title: User:Coredesat


text: User talk:Gadzooks

title: User talk:Gadzooks


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Portal:Physical Sciences/Intro

Welcome to the Physical Sciences Portal! This page connects browsers to the learning materials that have been developed by the various Wikiversity Physical Sciences content development projects. This portal features exciting examples of Physical Sciences learning resources.

The content development projects are the schools, departments and divisions linked to from this page. Wikiversity participants who are interested in the Physical Sciences are invited to create and develop learning projects and learning resources and help organize access to them by developing this portal.

View a list of learning projects for Physical Sciences: learning projects for Physical Sciences.

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Portal:Physical Sciences/Selected article

The Observational astronomy learning project has activities for participants that guide them through the same process that an astronomer uses to analyze data. Participants in the Extrasolar planet project explore telescope data to find planets orbiting distant stars. The goal is to create a learning group where participants can compare notes and document the search process and to create an extended learning activity about exoplanets. No prior experience is needed; participants get step by step instructions on how to get started.


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Portal:Physical Sciences/Categories

Browse learning resources in these categories:
 * Astronomy - Chemistry - Geology - Hydrology - Marine science - Mathematics - Meteorology - Physics - Earth Sciences

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Portal:Physical Sciences/Selected picture

The Wikiversity Institute of Particle Physics is a content development project where participants create and organize learning resources related to physics. Resources under development include study guides for: Statistical mechanics, Relativity, Mathematical Methods in Physics, Quantum mechanics I, Classical mechanics, Chaos theory.


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Portal:Physical Sciences/WikiProjects

Content development projects exist on pages in "School:" or "Topic:" namespaces.
 * School of Biology
 * School of Chemistry
 * School of Electronics
 * School of Engineering
 * School of Geology
 * School of Hydrology
 * School of Meteorology
 * School of Physics and Astronomy

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Portal:Physical Sciences/Selected biography

Participants in the Theory of Everything Project develop research projects involving public databases for particle physics experiments.


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Portal:Physical Sciences/Related portals

Other Wikiversity science-related portals: Asteroid Surveys - Engineering and Technology - Life Sciences - Mathematics - Social Sciences - General Science Portal


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Portal:Physical Sciences/Did you know

The Euler-Lagrange equation of classical mechanics was discovered during attempts to find a curve for which the time taken by a frictionless particle sliding down it under uniform gravity to its lowest point is independent of its initial starting point.

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Portal:Physical Sciences/Quotes

"This is not your mother's radio telescope." - Jill Tarter speaking about the Allen Telescope Array. See Astronomy Project.

"We must not forget that when radium was discovered no one knew that it would prove useful in hospitals. And this is a proof that scientific work must not be considered from the point of view of the direct usefulness of it". - Marie Curie

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Portal:Physical Sciences/Physical Sciences topics

 * The Wikiversity page for Acid-base chemistry introduces the fundamentals and links to related resources at Wikibooks and other websites, including videos.
 * Amateur Astronomy - Astronomy Project - Backyard Astronomy - Galactic evolution - Introduction to Astronomy - Introduction to the Planets - Observational astronomy - Stellar evolution - The visible sky - Radioactivity - Bonding and chemical structure - Fundamentals of chemistry - Introduction to Geological Engineering - Aquaculture Project - Aviation Weather - Dark matter - Electrons and Electric Fields - Energy - Particle Physics - Radioactivity Basics - Vibrating String
 * Foundations of Science


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Portal:Physical Sciences/Physical Sciences news

Geology. "Geology may work in favor of energy producers" by David Elbert. Sandstone domes in the remnants of the North American Midcontinent Rift can be used to store energy.


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Portal:Physical Sciences/Featured

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

Featured learning resource
The Observational astronomy learning project has activities for participants that guide them through the same process that an astronomer uses to analyze data.

Selected image
The Wikiversity Institute of Particle Physics is a content development project where participants create and organize learning resources related to physics. Resources are under development in: Statistical mechanics, Special and General Relativity, Mathematical Methods in Physics, Quantum mechanics I, Classical mechanics, Chaos theory.

Featured research project
Participants in the Theory of Everything Project develop research projects involving public databases for particle physics experiments.

News
Geology. "Geology may work in favor of energy producers" by David Elbert. Sandstone domes in the remnants of the North American Midcontinent Rift can be used to store energy.

Did you know?
The Euler-Lagrange equation of classical mechanics was discovered during attempts to find a curve for which the time taken by a frictionless particle sliding down it under uniform gravity to its lowest point is independent of its starting point.

Quotes
"This is not your mother's radio telescope." - Jill Tarter speaking about the Allen Telescope Array. See Astronomy Project.

"We must not forget that when radium was discovered no one knew that it would prove useful in hospitals. And this is a proof that scientific work must not be considered from the point of view of the direct usefulness of it". - Marie Curie

Featured learning projects
The Wikiversity page for Acid-base chemistry introduces the fundamentals and links to related resources at Wikibooks and other websites, including videos.

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