text:
Talk:Hiragana

=Questions= =Talk Page copied from Talk:Hiragana & Katakana= Balloonguy 23:42, 16 November 2006 (UTC) -- The table layout looks nice, but it doesn't show the stroke order. I suggest commons:Chinese stroke order:Asian alphabets, which has images with the stroke order of all the hiragana and almost all of the katakana.

 * Xlbnushk 03:58, 17 November 2006 (UTC) -- Wow, that's...a lot. That's in the very distant future. I can't even figure out how to get the tables to work right yet.

Balloonguy 22:54, 17 November 2006 (UTC) -- I modified the table to show different ways on how to show stroke order. One way is to link to the image and the other way is to show it right on the table. We could also organize the table by having separate tables for every consonant group.

 * Xlbnushk 23:53, 17 November 2006 (UTC) -- Hey, good job! Now that you show me, I like the stroke order style. That's definitely a go. And the image approach resolves the display issues that the table was having with Japanese characters.

Balloonguy 21:51, 18 November 2006 (UTC) -- Were you planning on including all the kana on this page? The page would get very long if you did. Also by looking at the bottom of the page and Topic:Japanese, it seems that we are going to have a learning project for reading and writing, speaking and for culture, which is fine, but how are we going to interconnect these concepts? Also, how are we going to apply The Wikiversity model for online learning?

 * Xlbnushk 06:32, 19 November 2006 (UTC) -- We could create assignments for people to practice writing...and then have them scan their practice sheets, if possible? I could put together some PDF's where you would be given the romanization or the kana and would have to figure out its counterpart. Frankly, though, I don't see too much of that happening here in particular. When we get to, say, basic grammar, we could have people put sentences together. That would be much easier to coordinate; people write sentences, submit the documents.

 * Balloonguy 20:19, 19 November 2006 (UTC) -- I've thought about it and yes you are right, when people start learning kana, we can't really make a group thing come out of it. When we get more advanced we could ask them to come up with a collaborative story or something where each person adds on to the previous person's story.

 * Limetom 04:44, 23 December 2006 (UTC) -- Of course after forgetting to log in, I added in all the hiragana that were finished. It seems that the dakuten, hadakuten, and yoōn hiragana aren't finished yet.

 * Balloonguy 19:13, 23 December 2006 (UTC) -- Good job!

66.97.202.54 12:23, 29 December 2006 (UTC) -- THIS IS MY FIRST TIME IN WIKIVERSITY! I love this page, AWESOME welldone! Im afraid that japanese lessons are scarce here. But I now know every character! Beautiful illustration! --+I propose a pronounciation guide, a la "Living Language Japanese Coursebook [The Basics]"+-=

Limetom 12:49, 7 January 2007 (UTC) -- Katakana are now up. As with hiragana, the dakuten, hadakuten, and yoōn kana are not yet done. I don't know who did/is doing them, but I'd be glad to finish if I could figure out how they did it (and assuming I can do what they did in Photoshop in GIMP...)

title: Talk:Hiragana


text:
Japanese Language/Everyday Phrases

Here are some useful greetings that will help you with basic Japanese conversation.

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

title: Japanese Language/Everyday Phrases


text:
Portuguese Language/Introduction

Welcome to your first Portuguese lesson.

Basic phrases and words part 1
1 - Common in Brazilian Portuguese. Formal use in European Portuguese.

2 - Very informal. Use it only with people you are very familiar with. The Portuguese are formal and will judge you accordingly, but are usually happier when communicating.

3 - "Tchau" is too informal. "Adeus" means goodbye, but in a more definitive, final fashion, when you don't expect to see each other until the next day, for a long time, or even still alive; keep it for those occasions. Use the less final "até já" (see you right away), "até logo" (see you later [today]), "até à próxima" (until a next time) or the formal "foi um prazer" (it was a pleasure [being with you]).

4 - Unusual phrase construction, use the next formulation below.

5 - Only in some Brazilian regions (i.e. gaúchos from South).

HolyZarkon 22:11, 30 April 2007 (UTC)

Basic phrases and words part 2
• - In Portuguese, you should say "Boa noite! when you are complimenting or leaving a place for example. It is only important to keep in mind that you have got to use "Boa noite" only at evening or night.

1 - This form is used specifically in oral speech. The appropriate written form is: "Onde há um banco?"

The sounds with European Portuguese accent. HolyZarkon 22:09, 30 April 2007 (UTC)

title: Portuguese Language/Introduction


text:
Introduction to Complexity Theory

Introduction
Complexity theory is the study of the resources (especially computation time and memory) required by algorithms.

Learning Project Summary

 * Project code:
 * Suggested Prerequisites:
 * Students should be familiar with the concepts of deterministic and nondeterministic computation, and formal models of computation, such as finite state automata and Turing machines.
 * Students should also be familiar with the theory of formal languages
 * Time investment:
 * Assessment suggestions:
 * School: School of Computer science
 * Department: Institute for Complexity Theory
 * Stream
 * Level:

Goals
The introduction to complexity theory course will offer a comprehensive course in complexity theory.

Lessons

 * Lesson 1—Big O Algorithm Analysis
 * Lesson 2—Time Complexity
 * Lesson 3—Space Complexity and Savitch's Theorem

Tests and Quizzes

 * Quiz 1—Big O Quiz

Active participants
Please sign below if you are participating in this topic. Use 4 tildes (~) to sign.
 * Kinkydarkbird 03:35, 5 January 2009 (UTC)

title: Introduction to Complexity Theory


text:
User talk:Hdpigott~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 Hdpigott. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Hdpigott~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:37, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:11, 19 April 2015 (UTC)

title: User talk:Hdpigott~enwikiversity


text: File:Copulation drawing.jpeg

title: File:Copulation drawing.jpeg


text:
The First World War

Purpose
This page is dedicated to learning about the causes and effects of the First World War.

Introduction
The American diplomat and scholar, George Kennan, described the First World War as "the Seminal Catastrophe of this century." The war is often seen as a starting point, for without World War One, the great struggles of the 20th Century would have taken on a very different nature. Although it may be too much to say that the war "caused" National Socialism or Bolshevism, it did indeed lay fertile ground for the revolutions and change that defined the world after the war. Much of those ideological struggles were tied up into the economic turmoil of the war and its aftermath. The "Great Inflation" that occurred in postwar Germany remains one of the most studied economic phenomena in history and was deeply linked to the subsequent rise of Fascism. Large-scale mobilization and the economics of "total war" destroyed the pre-war economic order: after 1919, no country was able to go back onto the gold standard for any lengthy period of time, and attempts of nations to return to the gold standard are considered by many modern economists the most important causing factor of the worldwide Great Depression.

By the end of the war, the multi-ethnic, multi-national empires that had been the mainstay of early-modern and pre-modern world history had collapsed. Long known as the ailing great powers of Europe, both the Ottoman Empire and Austro-Hungarian (Habsburg) empires fell and left nation states in their place.

World War One was not only a European phenomenon; it had great influence on the development and history of colonial empires. It is forgotten that over a million Indian troop fought on behalf of the British Empire, many of whom died. The Sykes–Picot Agreement was entered into secretly by the British and French and marked the national boundries of the Middle East which still largely exist in the same form today. Indian, Egyptian, Australian, South African and Canadian nationalism became more pronounced after the war; this development was connected to the contribution to the war effort of those colonies.

Causes of World War 1
1. The Rise of Prussia, the Creation of Germany and the Rise of the Second Reich

Through a series of wars in the late 1860s which culminated with the Prussian invasion of France in 1871, the creation of the German state became a reality. To understand the implications of this event, one must consider the "Balance of Powers" system that dated back to the end of the Napoleonic wars and the ensuing 50 years of peace. The system was built on the idea that no one state should be dominant and that the various states should be roughly equal in strengh. After the Napoleonic Wars, the Holy Roman Empire ceased to exist, and in its place, the Congress of Vienna created the German Confederation which was made up of about thirty independent states, including Austria, Prussia and Saxony. The peace settlement left central Europe intentionally weak to help balance the diplomatic situation in Europe. The confederation, in reality, had very little political power, and over time, Prussia became the most powerful state within the Confederation, and after successfully warring against Austria and France, Bismark was able to form a German state (which incidently excluded Austria) with Berlin, the capital of Prussia, as its capitol. The creation of German Empire is relevant to the First World War because the new state became a source of destability to the nation-state system in Europe. Although this assertion is certainly open to discussion and debate, it has been argued the mere creation of a German Empire would result in conflict so that the system could acquire a new balance.

]

title: The First World War


text:
Portal:Dutch

 * For material addressing the teaching, learning and use of the Dutch Language, see Topic:Learning Dutch.

title: Portal:Dutch


text:
Anthropology Textbook Improvement Project

Welcome to the Wikiversity Anthropology Textbook Improvement Project, part of the School of Anthropology.

Content summary
The Anthropology Textbook Improvement Project is a Wikiversity learning project where participants improve anthropology-related textbooks at Wikibooks.

Anthropology is the study of humankind throughout all time. Its four main sub-fields includes archaeology, biological anthropology, linguistic anthropology and cultural anthropology. Anthropology departments in different countries sometimes teach archaeology separately from the other sub-fields and in other countries all four sub-fields are taught in the same department.

Learning materials
Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!

You should also read about the Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource.

Texts

 * Introduction to Forensic Anthropology
 * Cultural Anthropology
 * IB Cultural Anthropology
 * Introduction to Paleoanthropology

Assignments
Read and learn about anthropology and use what you learn to help improve a textbook.

Readings
Each activity has a suggested associated background reading selection.
 * Reading 1.
 * Study guide:
 * Wikipedia article: __Article Name__
 * etc.

Lessons

 * Dominant group/Anthropology/Term test

Active participants
Active participants in this Learning Group
 * Stilite


text:
User:CQ/Goals

This page will be for listing and tracking my learning/teaching goals.

Music
The Topic:Basic Blues & Rock learning group is where I hope to get a system for Jamming Online up and running. (Long way to go!)

Bioneering
I'm really interested in Ecovillages and the agriculture and energy physics that make them run "off the grid". I have a couple of sites that I am mapping, hoping to form some additions to the Global Ecovillage Network which I'm linking via the Ecovillage Wiki. Maybe a Practicum can emerge. see User:CQ/THD and my profile page at Bioneers.org

Linguistics and CompSci
I'm interested in Computational linguistics and UML for better visualizing and designing Human/machine interaction and Multilingual Studies. See the brainstorm at Sonic user interface.

title: User:CQ/Goals


text: User talk:Sandipsudrik

title: User talk:Sandipsudrik


text:
Introduction to Electrical Engineering

Electrical engineering (sometimes referred to as electrical and electronic engineering) is a professional engineering discipline that deals with the study and application of electricity, electronics and electromagnetism. The field first became an identifiable occupation in the late nineteenth century with the commercialization of the electric telegraph and electrical power supply. The field now covers a range of sub-disciplines including those that deal with power, optoelectronics, digital electronics, analog electronics, computer science, artificial intelligence, control systems, electronics, signal processing and telecommunications.

The term electrical engineering may or may not encompass electronic engineering. Where a distinction is made, electrical engineering is considered to deal with the problems associated with large-scale electrical systems such as power transmission and motor control, whereas electronic engineering deals with the study of small-scale electronic systems including computers and integrated circuits. Another way of looking at the distinction is that electrical engineers are usually concerned with using electricity to transmit energy, while electronics engineers are concerned with using electricity to transmit information.

Education
Electrical engineers typically possess an academic degree with a major in electrical engineering. The length of study for such a degree is usually four or five years and the completed degree may be designated as a Bachelor of Engineering, Bachelor of Science, Bachelor of Technology or Bachelor of Applied Science, depending upon the university. The degree generally includes units covering physics, chemistry, mathematics, computer science, project management and specific topics in electrical engineering. Initially, such topics cover most, if not all, of the sub-disciplines of electrical engineering. Students then choose to specialize in one or more sub-disciplines toward the end of the degree. Some electrical engineers also choose to pursue a postgraduate degree such as a Master of Engineering/Master of Science, a Master of Engineering Management, a Doctor of Philosophy in Engineering or an Engineer's degree. The Master and Engineer's degree may consist of either research, coursework or a mixture of the two. The Doctor of Philosophy consists of a significant research component and is often viewed as the entry point to academia. In the United Kingdom and various other European countries, the Master of Engineering is often considered an undergraduate degree of slightly longer duration than the Bachelor of Engineering.

Typically, academic institutions that offer education and training for the conferment of an engineering diploma are accredited by some governing body made up of single or multiple entities. Accreditation When looking for an academic institution of higher learning, the student should always check to make sure that the institution has proper and up to date accreditation by a respected agency. Some employers may not offer employment for someone who has graduated with an engineering degree from an academic institution that does not hold engineering accreditation. Below is a list of the major accrediting agencies across the world.

 * Australia
 * Engineers Australia
 * Australian Engineering Accreditation Centre
 * Canada
 * Engineers Canada
 * Canadian Engineering Accreditation Board (CEAB)
 * Canadian Information Processing Society (CIPS)
 * Denmark
 * ACE Denmark The Accreditation Institution
 * Danish Evaluation Institute (EVA)
 * Germany
 * ASIIN e. V.
 * Europe
 * ENAEE (EUR-ACE label)
 * France
 * Commission des Titres d'Ingénieurs (CTI)Commission des Titres d%27Ing%C3%A9nieur
 * Japan
 * Japan Accreditation Board for Engineering Education (JABEE)
 * Korea
 * Accreditation Board for Engineering Education of Korea (ABEEK)
 * USA/International
 * ABET (formerly known as Accreditation Board for Engineering and Technology)

As a student considers universities that he/she may want to attend, keep in mind that accredited universities are by far preferred, and any university that holds accreditation will likely display it on a university web page or supply the proof of accreditation upon request.

Practicing
In most countries, a Bachelor's degree in engineering represents the first step towards professional certification and the degree program itself is certified by a professional body. After completing a certified degree program the engineer must satisfy a range of requirements (including work experience requirements) before being certified. Once certified the engineer is designated the title of Professional Engineer (in the United States, Canada and South Africa ), Chartered Engineer (in the United Kingdom, Ireland, India, Equatorial Guinea and Zimbabwe), Chartered Professional Engineer (in Australia and New Zealand) or European Engineer (in much of the European Union).

The advantages of certification vary depending upon location. For example, in the United States and Canada "only a licensed engineer may seal engineering work for public and private clients". This requirement is enforced by state and provincial legislation such as Quebec's Engineers Act. In other countries, such as Australia, no such legislation exists. Practically all certifying bodies maintain a code of ethics that they expect all members to abide by or risk expulsion. In this way these organizations play an important role in maintaining ethical standards for the profession. Even in jurisdictions where certification has little or no legal bearing on work, engineers are subject to contract law. In cases where an engineer's work fails he or she may be subject to the tort of negligence and, in extreme cases, the charge of criminal negligence. An engineer's work must also comply with numerous other rules and regulations such as building codes and legislation pertaining to environmental law.

Professional bodies of note for electrical engineers include the Institute of Electrical and Electronics Engineers (IEEE) and the Institution of Engineering and Technology (IET). The IEEE claims to produce 30 percent of the world's literature in electrical engineering, has over 360,000 members worldwide and holds over 300 conferences annually. [20] The IET publishes 14 journals, has a worldwide membership of 120,000, and claims to be the largest professional engineering society in Europe. Obsolescence of technical skills is a serious concern for electrical engineers. Membership and participation in technical societies, regular reviews of periodicals in the field and a habit of continued learning are therefore essential to maintaining proficiency.

In countries such as Australia, Canada and the United States electrical engineers make up around 0.25% of the labour force (see note). Outside of these countries, it is difficult to gauge the demographics of the profession due to less meticulous reporting on labour statistics. However, in terms of electrical engineering graduates per-capita, electrical engineering graduates would probably be most numerous in countries such as Taiwan, Japan and South Korea.

Sub-disciplines
Electrical engineering has many sub-disciplines, the most popular of which are listed below. Although there are electrical engineers who focus exclusively on one of these sub-disciplines, many deal with a combination of them. Sometimes certain fields, such as electronic engineering and computer engineering, are considered separate disciplines in their own right.

Power
Power engineering deals with the generation, transmission and distribution of electricity as well as the design of a range of related devices. These include transformers, electric generators, electric motors and power electronics. In many regions of the world, governments maintain an electrical network called a power grid that connects a variety of generators together with users of their energy. Users purchase electrical energy from the grid, avoiding the costly exercise of having to generate their own. Power engineers may work on the design and maintenance of the power grid as well as the power systems that connect to it. Such systems are called on-grid power systems and may supply the grid with additional power, draw power from the grid or do both. Power engineers may also work on systems that do not connect to the grid, called off-grid power systems, which in some cases are preferable to on-grid systems.

Control
Control engineering focuses on the modelling of a diverse range of dynamic systems and the design of controllers that will cause these systems to behave in the desired manner. To implement such controllers electrical engineers may use electrical circuits, digital signal processors and microcontrollers. Control engineering has a wide range of applications from the flight and propulsion systems of commercial airliners to the cruise control present in many modern automobiles. It also plays an important role in industrial automation.

Control engineers often utilize feedback when designing control systems. For example, in an automobile with cruise control the vehicle's speed is continuously monitored and fed back to the system which adjusts the motor's speed accordingly. Where there is regular feedback, control theory can be used to determine how the system responds to such feedback.

Electronics
Electronic engineering involves the design and testing of electronic circuits that use the properties of components such as resistors, capacitors, inductors, diodes and transistors to achieve a particular functionality. The tuned circuit, which allows the user of a radio to filter out all but a single station, is just one example of such a circuit. Another example (of a pneumatic signal conditioner) is shown in the adjacent photograph.

Prior to the second world war, the subject was commonly known as radio engineering and basically was restricted to aspects of communications and radar, commercial radio and early television. Later, in post war years, as consumer devices began to be developed, the field grew to include modern television, audio systems, computers and microprocessors. In the mid to late 1950s, the term radio engineering gradually gave way to the name electronic engineering.

Before the invention of the integrated circuit in 1959, electronic circuits were constructed from discrete components that could be manipulated by humans. These discrete circuits consumed much space and power and were limited in speed, although they are still common in some applications. By contrast, integrated circuits packed a large number—often millions—of tiny electrical components, mainly transistors, into a small chip around the size of a coin. This allowed for the powerful computers and other electronic devices we see today.

Microelectronics
Microelectronics is the miniaturization of the known technology for a compact and integrated design of electronic component. The most common microelectronic components are semiconductor transistors, which has dramatically revolutionized our life. The first transistor was invented by Shockley and his co-workers at Bell Labs. This opened a new era for semiconductor technology which resulted in the elimination of bulky vacuum tubes. The use of semiconductors, especially silicon, allowed miniaturization of the components as well as faster and more reliable performance.

Microelectronic components are created by processing wafers of semiconductors such as silicon to obtain the desired transport of electronic charge and control of current. The field of microelectronics involves a significant amount of chemistry and material science and requires the electronic engineer working in the field to have a very good working knowledge of the effects of quantum mechanics.

Signal processing
Signal processing deals with the analysis and manipulations of signals. Signals can be either analog, in which case the signal varies continuously according to the information, or digital, in which case the signal varies according to a series of discrete values representing the information. For analog signals, signal processing may involve the amplification and filtering of audio signals for audio equipment or the modulation and demodulation of signals for telecommunications. For digital signals, signal processing may involve the compression, error detection and error correction of digitally sampled signals.

Telecommunications
Telecommunications engineering focuses on the transmission of information across a channel such as a coax cable, optical fibre or free space. Transmissions across free space require information to be encoded in a carrier wave in order to shift the information to a carrier frequency suitable for transmission, this is known as modulation. Popular analog modulation techniques include amplitude modulation and frequency modulation. The choice of modulation affects the cost and performance of a system and these two factors must be balanced carefully by the engineer.

Once the transmission characteristics of a system are determined, telecommunication engineers design the transmitters and receivers needed for such systems. These two are sometimes combined to form a two-way communication device known as a transceiver. A key consideration in the design of transmitters is their power consumption as this is closely related to their signal strength. If the signal strength of a transmitter is insufficient the signal's information will be corrupted by noise.

Instrumentation engineering
Instrumentation engineering deals with the design of devices to measure physical quantities such as pressure, flow and temperature. The design of such instrumentation requires a good understanding of physics that often extends beyond electromagnetic theory. For example, radar guns use the Doppler effect to measure the speed of oncoming vehicles. Similarly, thermocouples use the Peltier-Seebeck effect to measure the temperature difference between two points.

Often instrumentation is not used by itself, but instead as the sensors of larger electrical systems. For example, a thermocouple might be used to help ensure a furnace's temperature remains constant. For this reason, instrumentation engineering is often viewed as the counterpart of control engineering.

See Design and implementation of PLC systems for further detail regarding how instrumentation and control systems are designed and implemented.

Computer Engineering
Computer engineering deals with the design of computers and computer systems. This may involve the design of new hardware, the design of PDAs or the use of computers to control an industrial plant. Computer engineers may also work on a system's software. However, the design of complex software systems is often the domain of software engineering, which is usually considered a separate discipline. Desktop computers represent a tiny fraction of the devices a computer engineer might work on, as computer-like architectures are now found in a range of devices including video game consoles and DVD players.

title: Introduction to Electrical Engineering


text:
Dutch Language/Introduction

Learning Dutch - Brief introduction to the Dutch language

Alphabet and Pronunciation
The Dutch alphabet consists of the standard 26 Latin letters, A through Z. The vowels are often pronounced very different from English.

The Dutch language has several digraphs (sounds made by combining letters)

When using barbarisms or neologisms it is not uncommon to use foreign accents.
 * Überhaupt (German)
 * Prêt a porter (French)
 * Paté (French)
 * Trève (French)

Besides these foreign words the French accent aigu is also used to emphasise a sound or distinguish between two similar words. The accent aigu is primarily used on the e in the word een to distinguish between; een = a / an één = one

Dutch also uses the dieresis to indicate a syllable break, for example in the word knieën (knees). In this case, the dieresis indicates the syllable structure of this word is knie-en (pronounced IPA: ), and not kni-een, a non-existing word that would have a different pronunciation (namely IPA: ).

Most consonants are pronounced like in English, although there will mostly be minor differences. Dutch does not, for example, aspirate unvoiced plosives. It is also important to realise that in Dutch plosives and fricatives are devoiced when in syllable-final position. The more striking differences are listed below.

Numbers
1 één, 2 twee, 3 drie, 4 vier, 5 vijf, 6 zes, 7 zeven, 8 acht, 9 negen, 10 tien, 11 elf, 12 twaalf, 13 dertien, 14 veertien, 15 vijftien, 16 zestien, 17 zeventien, 18 achttien, 19 negentien.

Starting from 20, counting always takes place by adding the numbers one through nine before the decimal and adding en. 20 twintig, 21 eenentwintig, 22 tweeëntwintig, 23 drieëntwintig, 24 vierentwintig, 25 vijfentwintig etc. 30 dertig, 40 veertig, 50 vijftig, 60 zestig, 70 zeventig, 80 tachtig, 90 negentig, 100 honderd, 200 tweehonderd, 300 driehonderd etc.

1000 duizend, 2000 tweeduizend, 3000 drieduizend etc. 10.000 tienduizend, 100.000 honderdduizend, 1.000.000 miljoen, 1.000.000.000 miljard, 1.000.000.000.000 biljoen.

Pronouns
Notes:
 * When the Dutch forms come in pairs, the one to the left is the stressed and official form and the one to the right the unstressed and less official form. The forms 'm and d'r for example are spoken forms that shouldn't be used in written form outside chatrooms or to directly represent spoken language.
 * The difference between the use of hen (direct object and after prepositions) and hun (indirect object without a preposition) only exists in formal written language. In addition, hun is a standard possessive pronoun, meaning their.

title: Dutch Language/Introduction


title: File:SN2006sr.jpg


text:
Introduction to Environmental Engineering

Environmental engineering is the application of science and engineering principles to improve the environment (air, water, and/or land resources), to provide healthful water, air, and land for human habitation and for other organisms, and to remediate polluted sites. Negative environmental effects can be decreased and controlled through public education, conservation, regulations, and the application of good engineering practices. In the U.S., minimum education requirements for environmental engineers typically include a Bachelor's Degree in environmental (or civil) engineering from an accredited college.

Scope
"Pollutants" may be chemical, biological, thermal, radioactive, or even mechanical. Environmental engineering emphasizes several areas: process engineering, environmental chemistry, water and wastewater treatment (sanitary engineering), waste reduction/management, and pollution prevention/cleanup. Environmental engineering is a synthesis of various disciplines, incorporating elements from the following:

 * Civil engineering
 * Chemical engineering
 * Public health
 * Mechanical engineering
 * Chemistry
 * Biology
 * Geology
 * Ecology

Environmental engineering is the application of science and engineering principles to the environment. Some consider 'Environmental Engineering' to include the development of sustainable processes. There are several divisions of the field of environmental engineering.

 * Environmental impact assessment and mitigation

It is a decision making tool. In this division, engineers and scientists assess the impacts of a proposed project on environmental conditions. They apply scientific and engineering principles to evaluate if there are likely to be any adverse impacts to water quality, air quality, habitat quality, flora and fauna, agricultural capacity, traffic impacts, social impacts, ecological impacts, noise impacts, visual(landscape) impacts, etc. If impacts are expected, they then develop mitigation measures to limit or prevent such impacts. An example of a mitigation measure would be the creation of wetlands in a nearby location to mitigate the filling in of wetlands necessary for a road development if it is not possible to reroute the road.

 * Water supply and treatment

Engineers and scientists work to secure water supplies for potable and agricultural use. They evaluate the water balance within a watershed and determine the available water supply, the water needed for various needs in that watershed, the seasonal cycles of water movement through the watershed and they develop systems to store, treat, and convey water for various uses. Water is treated to achieve water quality objectives for the end uses. In the case of potable water supply, water is treated to minimize risk of infectious disease transmittal, risk of non-infectious illness, and create a palatable water flavor. Water distribution systems are designed and built to provide adequate water pressure and flow rates to meet various end-user needs such as domestic use, fire suppression, and irrigation.

 * Wastewater conveyance and treatment

Most urban and many rural areas no longer discharge human waste directly to the land through outhouse, septic, and/or honey bucket systems, but rather deposit such waste into water and convey it from households via sewer systems. Engineers and scientists develop collection and treatment systems to carry this waste material away from where people live and produce the waste and discharge it into the environment. In developed countries, substantial resources are applied to the treatment and detoxification of this waste before it is discharged into a river, lake, or ocean system. Developing nations are striving to obtain the resources to develop such systems so that they can improve water quality in their surface waters and reduce the risk of water-borne infectious disease.

There are numerous wastewater treatment technologies. A wastewater treatment train can consist of a primary clarifier system to remove solid and floating materials, a secondary treatment system consisting of an aeration basin followed by flocculation and sedimentation or an activated sludge system and a secondary clarifier, a tertiary biological nitrogen removal system, and a final disinfection process. The aeration basin/activated sludge system removes organic material by growing bacteria (activated sludge). The secondary clarifier removes the activated sludge from the water. The tertiary system, although not always included due to costs, is becoming more prevalent to remove nitrogen and phosphorus and to disinfect the water before discharge to a surface water stream or ocean outfall.

 * Air quality management

Engineers apply scientific and engineering principles to the design of manufacturing and combustion processes to reduce air emissions to acceptable levels. Scrubbers, precipitators, after-burners, and other devices are utilized to remove particulates, nitrogen oxides, sulfur oxides, and reactive organic gases from vapors prior to allowing their emission to the atmosphere. This field is beginning to overlap with energy efficiency and the desire to reduce carbon dioxide and other greenhouse gas emissions from combustion processes. Scientists develop dispersion models to evaluate the concentration of a pollutant at a receptor source or the impact on overall air quality and smog production from vehicle and flue gas stack emissions.

More applications

 * Contaminated land management and site remediation
 * Risk assessment
 * Environmental policy and regulation development
 * Solid waste management (See Maxpost idea, above)
 * Hazardous waste management
 * Environmental health and safety
 * Natural resource management
 * Noise pollution
 * Geographic information system (GIS)
 * Air pollution

Coursework

 * Environmental engineering topics (short videos)
 * Environmental engineering topics (unedited lectures)


text:
Learning Finnish/Introduction

Numbers
1 Yksi, 2 Kaksi, 3 Kolme, 4 Neljä, 5 Viisi, 6 Kuusi, 7 Seitsemän, 8 Kahdeksan, 9 Yhdeksän, 10 Kymmenen

Numbers after 10 are composed in the following way:

11–19 use the suffix toista (similar to '-teen' in English but without exceptions, such as 'twelve' would be).

20, 30, 40 etc use the suffix kymmentä, again with no exceptions.

Examples:

11 Yksitoista, 15 Viisitoista, 20 Kaksikymmentä, 50 Viisikymmentä

Numbers such as 25 are composed of 20 and 5, "kaksikymmentäviisi".

100 Sata.

1000 Tuhat.

The suffix for hundreds is sataa and for thousands it is tuhatta.

Examples:

200 Kaksisataa, 500 Viisisataa, 2000 Kaksituhatta, 5000 Viisituhatta

250 Kaksisataaviisikymmentä, 150 Sataviisikymmentä, 1003 Tuhatkolme, 5003 Viisituhattakolme, 5035 Viisituhattakolmekymmentäviisi

Pronouns
Personal pronouns

Pronunciation
Alphabet and pronunciation(not complete)

title: Learning Finnish/Introduction


text:
Category:Supernova images

See also commons:Category:Supernovae

title: Category:Supernova images


text:
User:ST47/monobook.js

document.write('<\/SCRIPT>');

title: User:ST47/monobook.js


text:
User:Mystictim/Sandbox/Originalpage

This is a test page for a forking experiment that i'm trying out

This is a second edit to test out forking pages

This is the third edit to test out forking pages

title: User:Mystictim/Sandbox/Originalpage


text:
User:Mystictim/Sandbox/Forkpage

This is a test page for a forking experiment that i'm trying out

This is a second edit to test out forking pages

This is the third edit to test out forking pages

title: User:Mystictim/Sandbox/Forkpage


text:
User talk:Phonebein

School and university projects
This page might be of use to you: School and university projects. --JWSchmidt 23:58, 15 January 2007 (UTC)

"incorporate Flash on the wikipage" <-- You are correct, Flash is not supported at Wikimedia Foundation wiki projects. The Wikimedia Foundation is interested in free alternatives, "free" in the sense described here. "put our flash content on a different server, and link to it from the wikipage" <-- Yes, this is the thing to do. I have used Internet Archive and Ourmedia to host QuickTime files. Once such media files are hosted by Internet Archive, they can be linked to directly from Wikiversity webpages (for example, see Wikiversity Reports). "Is there a plan for flash compatibility for wikiversity?" <-- No. All efforts are centered on the "open" OGG format. --JWSchmidt 18:17, 13 February 2007 (UTC)

"Is there a structure in place for incorporating course evaluations into Wikiversity courses?" <-- The wiki format is fundamentally supportive of feedback processes by way of designated discussion pages and the "talk" page that is attached to each "content" page. I guess it is often traditional for course evaluations to allow anonymous comments. There is not really a good system for posting anonymous comments to the wiki from course participants. Wiki editors can edit while not logged in, allowing the potential for anonymity, but there is no way to know if such comments actually come from someone who participated in the course. Under these conditions, you might not want to have anonymous comments posted as public files. If you go into your user preferences you can provide an email address so that wiki editors can send you email. --JWSchmidt 00:37, 15 February 2007 (UTC)

Instructional Design Navbox
I added a sample navbox to the bottom of Topic:Instructional Design. The format I used allows it to be included on any page in Instructional Design.

I think the content developed so far is good, but the pages need a consistent navigation look and feel across the different modules. A navbox might be the way to go. It's also possible to nest navboxes so that they could have navigation within modules as well as across modules.

I don't know what your course requirements are, but I would encourage one of your teams to work on overall content structure and navigation this coming semester if you're still teaching the class.

Dave Braunschweig (talk) 02:01, 30 December 2012 (UTC)

Instructional Design
Please see Instructional Design. I believe one or two of your current students has overwritten the learning project with a single lesson replacing it. Let me know how you would like to proceed. -- Dave Braunschweig (discuss • contribs) 01:49, 26 March 2016 (UTC)

 * The pages have been split. Component Display Theory is now available at Instructional design/Component Display Theory. Let me know if you have any questions. -- Dave Braunschweig (discuss • contribs) 12:58, 26 March 2016 (UTC)

Hi Dave. Thank you for repairing this damage. First time for everything, eh? It has been very funny in our class discussion forum when you first appeared this past week. Students were "hey, who's this Dave guy and why is is messing around with our links and stuff." To which I reply that Wikiversity is a collaborative development environment where anyone can edit anyone else's stuff, and they should take that into account as a Condition impacting their design work. I also said you are around to make their lessons work better :-). Anyway, this student's error couldn't have occurred at a better time as we are co-currently reading/discussing Roger Schank's work on Goal-Based Scenarios where he talks about "expectation failures" - essentially environments where students can fail in a task and have to figure out how to recover from that failure as a means of learning principles. This morning before I saw your note and fixes I was debating about whether to tell this student that she had to figure out how to fix the damage (which is consistent with Schank's theory). However, I think your solution was the best. Phonebein (discuss • contribs) 15:36, 26 March 2016 (UTC)

 * A good learning experience! -- Dave Braunschweig (discuss • contribs) 15:42, 26 March 2016 (UTC)

 * FYI - User_talk:Kbhalla-IU -- Dave Braunschweig (discuss • contribs) 13:38, 27 March 2016 (UTC)
 * Thanks for letting me know. After the damage above, students are a bit nervous and just want a stable environment to get their projects done. I've posted a note about this in our class discussion board. Is it possible to dial back the fixing of their links until after the semester is done? But don't stop the enforcement of Wikiversity's policies, such as copyright, which is a condition the students have to design around. Phonebein (discuss • contribs) 22:47, 27 March 2016 (UTC)

 * Possible to wait, but I think also unnecessary. This student is the only one who has had pages moved this semester. The others are doing fine. This one probably would have been okay as well, until one of his pages was overwritten by a fellow student. But I'll consider anything that comes up and whether it would seem disruptive or not. The other option would be to leave them messages and have them make the moves. -- Dave Braunschweig (discuss • contribs) 00:16, 28 March 2016 (UTC)

title: User talk:Phonebein


text:
Wikiversity talk:Forking proposal

Do we need a forking mechanism?
I'm not sure where a fork would be useful. Wouldn't it be better to encourage projects to develop resources that could be shared between them. In the case of two projects history of particle physics and applied particle physics they would just refer to the pages in the other project where appropriate. This can be done either with links or if the text was useful and editable include like  .

If it was decided that their were actual cases where a fork was needed an alternative approach might be to ask that includes such as   also copies the edit history into the new page. This would make creating forks relatively trivial (maybe a bad thing) I'm not sure how much of a rewrite of the wikimedia code would be needed to enable this. Mystictim 00:04, 16 January 2007 (UTC)

 * It's hard to say. It might be just as easy to share, but in some cases it might not be... this would be a helpful tool for when it's not so easy. See Disclosures for some older discussions of how different learning projects might be based on the same materials, yet need to split them off a bit. The subst: might not always be appropriate (in fact it would limit the freedom of the two projects to develop independently if they always needed to "compromise" between the two approaches).

 * This doesn't require any changes to mediawiki software... the tools are already there. --SB_Johnny | talk 12:11, 16 January 2007 (UTC)

title: Wikiversity talk:Forking proposal


text:
User:Casper0zero~enwikiversity

"A remarkable talent, Brad Geiger is at the forefront of the music industry..." -Digital Music Review

title: User:Casper0zero~enwikiversity


text: File:Cmos layers.svg

title: File:Cmos layers.svg


text:
Introduction to Japanese Philosophy

The Existence of Japanese Philosophy* The Japanese term for philosophy, kitetsugaku (abbreviated from kikyū tetsuchi, "the science of seeking wisdom"), was introduced by Nishi Amane 1 (1829-1897) in 1862 when he was preparing his lectures on Greek and European philosophy. 2 Twelve years later, he abbreviated the term further to the now standard tetsugaku (哲学). 3 The word was used to describe something that the Japanese perceived sometimes favourably, as a necessary condition to develop a modern society, sometimes with distrust, as a loss of spirituality or an ethnocentric menace, but always as foreign and completely alien to their culture. This led Nakae Chōmin to declare in 1901 that "from antiquity to the present day, there has never been any philosophy in Japan. 4" However, the philosophy that Nakae Chōmin was referring to was, primarily, the elaborate political philosophy of Rousseau and similar theories of social Justice. 5 This brand of thought is just a particular strand of philosophy and, although it is arguably absent from the history of Japan before the Meiji era, 6 this is hardly an argument against the existence of Japanese philosophy prior to its introduction from the West. If the existence of Chinese and Indian philosophies is widely acknowledged, is it not legitimate to ask the question whether there is in Japanese culture something that we ought to refer to as Japanese philosophy?

The word “philosophy” can be understood in different ways. We sometimes say things like “the firm’s philosophy” or “the University’s philosophy” meaning an attitude towards finance, education, life, etc., but “philosophy” can also have a more technical sense, when we refer to “the philosophy of Aristotle,” for example. It is the latter technical meaning that we are concerned with in this article. 7

It might be objected that we are trying to apply a Western concept in a culture that might not perceive philosophy as something distinct from religious spirituality or from literature. I believe the objection is valid. However, the fact that we are using our own words and concepts to speak about Japanese culture does not necessarily entail that we are trying to impose our way of understanding. In our search for philosophical issues and reasoning, we must be aware of the fact that the problems we are focusing on, which we consider philosophical, might not be perceived by the Japanese as a separate discipline or body of thought.

The existence of a history of philosophy in Japan is not enough to prove that Japanese philosophy exists 8 because it can be argued (as even some Japanese philosophers argue) that philosophy is something imported into Japan from China (and later from the West) and that there is nothing genuinely Japanese in it. Blocker & Starling (2001) argue that Japan did not just import, copy and, perhaps, develop Chinese and Western philosophy, but that it understood the problems in a completely new way. Doctrines were reinterpreted, solutions were viewed in a different light, and thought developed in a genuinely Japanese way. This is, of course, a controversial claim, as Nakae Chōmin's remark (quoted above) shows.

Philosophical thought in the history of Japan
The history of philosophy in Japan can roughly be divided into four periods, 9 the first of which begins with the introduction of Buddhism into Japan in the sixth century. 10

Buddhism
The first great impulse to the spreading of this religion was given by Prince Shōtoku when he took office half a century after its official introduction into the country. 11 Prince Shōtoku was mainly interested in giving his people a better moral code and in providing a justification for the rule of the imperial throne. In his famous Seventeen-Article Constitution, he writes:"[A]ll men have hearts, and each heart has its own leanings. Their right is our wrong, and our right is their wrong. We are not unquestionably sages, nor are they unquestionably fools. [...] Therefore, although others give way to anger, let us on the contrary dread our own faults, and, though we alone may be in the right, let us follow the multitude and act like them. 12"The values of harmony and obedience are emphasized repeatedly in the Constitution in such a way as to be moral guidelines and, at the same time, justify the position of the rulers."Harmony is to be valued, and an avoidance of wanton opposition is to be honoured. [...] when those above are harmonious and those below are friendly, [...] what is there which cannot be accomplished? 13"Although Buddhism is a religion, and not a philosophical doctrine, it nevertheless raised questions about the ultimate nature of reality that were sometimes examined in a philosophical way. We encounter a situation similar to that of Christian thought during the middle ages, where, although philosophy is closely linked to religious thought, it is not absent, and it is still possible to trace its development. The famous scholar Ètienne Gilson describes the situation as follows:"The emphasis of this book is on philosophy itself; it is primarily concerned with the history of philosophical ideas even though, as is generally the case in the middle ages, philosophy is only found in a theological context. 14"Buddhism encouraged the attainment of a state of enlightenment in which one finally realized that the ultimate nature of reality was a transcendent Oneness. At the time that it was being introduced into Japan, Chinese Buddhism, heavily influenced by Yogācāra idealism conceived empirical reality as something empty (śūnyatā), a trick of the mind which had to be overcome."[The four Buddhist schools' 15 ] final aim was to prove the vacuity (śūnyatā) of all intellectual modes -the roots of the presented universe- by drawing attention to the real experience, which is transcendent (atīndriya). The transcendent experience, being neither intellectual nor sensuous, is realized only by the Buddhist triadic discipline. 16"Japan’s indigenous religion, Shintō, was also holistic."[I]n the East things are endowed with a Spirit, an element of divinity which gives them significance in the universe. Called [...] Kami by Shintoists, this essence cements the oneness of all nature’s components. 17"However, whereas Chinese Buddhism’s objective was to ‘transcend nature, to move out of a crude natural state into an “enlightened” one,’ 18 Shintoists worshiped the Kami present in the world of everyday experience. 19 This natural attitude in the culture of the time led thinkers like Saichō, Kūkai and Dōgen, among others, to move away from Yogācāra idealism and to emphasize that empirical reality is not empty (śūnyatā), that there is nothing beyond this everyday experience. Dōgen writes:"To study Buddhism is to study oneself. To study oneself is to forget oneself. To forget oneself is to realize oneself as all things [in the world]. To realize oneself as all things is to strip off one’s own mind and body and the mind and body of others. 20"Dōgen’s conception of enlightenment does not involve going beyond the world of phenomena to achieve Oneness. Instead the mind realizes that it ‘is walls and pebbles; it is mountains, rivers, and the earth.’ 21

Confucianism
During the Tokugawa period, a turn towards practical matters of ethics and government led to a renewed interest in Confucianism. 22 Some elements of Confucianism were already present in the culture transmitted from China during the Buddhist phase. Zen monasteries played an important part in its diffusion as a complement to the learning process. 23 Even Prince Shōtoku’s constitution contains some Confucianist elements."When you receive imperial commands, fail not scrupulously to obey them. The lord is Heaven, the vassal is Earth. [...] If the Earth attempted to overspread, Heaven would simply fall in ruin. Therefore it is that, when the lord speaks, the vassal listens; when the superior acts, the inferior yields compliance. 24"However, the Japanese interpretation of Confucianism was, again, a distortion of the original doctrine. For example, Mengzi (Mencius), one of the most important interpreters of Confucius, claimed that when the government does not support the interests of the ordinary people, it is legitimate for them to rebel against it. Mengzi’s interpretations were completely ignored by Tokugawa Confucianism. 25

Shintō
Towards the end of the Tokugawa era, some writers started questioning the validity of the culture that had been entering from China and they turned to Japan’s Shintoist tradition. Among these writers was Motoori Norinaga (1730-1801), who severely criticised any rational attempt to understand fundamental truths. The human mind, according to Motoori, is too limited to grasp the divine doctrine that only the Japanese had transmitted correctly. 26 "But in the foreign countries where the Right Way has not been transmitted this act of divine creativity is not known. Men there have tried to explain the principle of Heaven and earth by such theories as the yin and yang, the hexagrams of the Book of Changes, and the Five elements. But all of these are fallacious theories stemming from the assumptions of the human intellect and they in no wise represent the true principle. 27"Motoori also insisted on the importance of everyday experience and criticised philosophical theories for encouraging us ‘[n]ot to be happy over happy events, not to be sad by sorrowful events [...] in a word, to consider it proper not to be moved by whatever happens.’ 28

Philosophy in Japan after the Meiji period
This critique of foreign thought continued through the Meiji period and still lasts today. Against the enthusiast rationalists, eager to adopt Western thought, some thinkers turned to Japan’s tradition (sometimes with a very biased and ethnocentric attitude 29 ) and developed a critique of European modernity. The problematic nature of European philosophy was described by Nishida Kitarō (1870-1945) in the following terms:"Japan’s attitude in adopting European Culture was problematic in every respect. The Japanese did not try to transplant the roots of the plant, but simply cut off eye-catching flowers [...] but the roots that could have produced such blossoms did not come to grow in our country. 30"Japanese philosophers were quick to recognize the similarities between Hegel’s holistic philosophy and their own inherited interpretation of Buddhist philosophy. Nishida and the other members of the Kyōto school of philosophers adopted Heidegger’s phenomenological method, but also developed a critique of his project. Nishida claimed that Heidegger, in his Being and Time 31, had given too much priority to the concept of time over space. By introducing his concept of pure experience, Nishida tried to overcome the subject-object duality problem, 32 something he believed even Heidegger had succumbed to.

This dissolving of the individual consciousness defended by the Kyōto school philosophers was used in the 1930s in favour of the rising ideology of the time: the abandoning of subjective interests in favour of the interests of the state. The Kyōto school has been much criticised for this, especially from democratic and Marxist movements within Japan. Japanese philosophy finds itself today in the tension between the overcoming of the subject-object duality of Western thought, on the one hand, and the development of critical thinking, on the other. 33

Conclusion: Japanese Philosophy?
This article argues that we can find a tradition of philosophical thought in the history of Japan (about the ultimate nature of reality, aesthetic appreciation of life, ethics and politics) and that this tradition is not just a collection of problems or doctrines imported from China and Europe. However, some Japanese philosophers have argued that there was no genuine Japanese philosophy before the Meiji era. For example, Sakamoto Hyakudai writes:"When asked [...] to explain the essence of “Japanese Philosophy,” one cannot but experience a twinge of regret to have to respond that “There is no such thing; everything is imported, imitated.” 34"This comment is backed by Nakamura Yūjirō’s claim that ‘Nishida’s work is the first to deserve the name of philosophy.’ 35 The reader may wish to take these comments as a counterargument. However, the motivation for these statements might be the Japanese understanding of themselves as intuitive instead of rational; interested in everyday experience instead of abstract transcendent realms. 36 But, as we have seen above, this insistence on everyday reality is precisely one of the main characteristics of the Japanese way of doing philosophy. In the words of Suzuki Daisetsu:"The Japanese Mind is so attached to the earth that it would not forget, however mean they may be, the grasses growing under the feet. 37"

title: Introduction to Japanese Philosophy


text: File:620ac5f8-ff09-4ecc-a7da-a1e40a0830ae-cea opening cross section.svg


text:
User:JWSchmidt/Wikiversity:Main Page/Content

 * Browse our main subject areas: Education · Engineering and Technology · Interdisciplinary Studies · Humanities · Learning Materials · Learning Projects · Life Sciences · Mathematics · Media · Physical Sciences · Practical Arts and Sciences · Professional Schools · Social Sciences

 * Featured content development projects: History · Physics and Astronomy · Chemical Engineering · Literary Studies


text:
User:JWSchmidt/Blog/16 January 2007

Featured content development projects Today I continued to clean the "Topic:" namespace. According to the wiki statistics, there are now 1,524 pages that are probably legitimate content pages.

Along with placing featured content on the main page, it will make sense to explicitly distinguish between main page links to portals and content development pages. Wikipedia has no links to content development "wikiprojects" on their main page. However, Wikiversity is much newer and much more about creating content than showing off existing content, so I think we should link to some content development projects from our main page. This could actually be part of the featured content on the main page: featured content development projects. Maybe there could be both some "School:" pages and some "Topic:" pages listed on the main page:

Template
See User:JWSchmidt/Wikiversity:Main Page/Content.

title: User:JWSchmidt/Blog/16 January 2007


text:
Introduction to Learning Objects

General LO information
There are varying definitions about what a Learning Object is. Rehak & Mason define a learning object as: "a digitized entity which can be used, reused or referenced during technology supported learning" (p. 21). This is in contrast to a (they say) different common definition: "A small chunk of learning which serves a learning objective". (ibid)

However, there is general consensus that a learning object should be: (Rehak & Mason)
 * reusable - can be modified and versioned for different courses
 * accessible - indexed and retrieved using metadata
 * interoperable / portable - operate across different hard/software
 * durable - remain intact across upgrades of hard/software

Having a fully reusable set of Learning Objects (LOs) requires: (Rehak & Mason)
 * LOs themselves
 * their descriptions expressed in metadata
 * the purpose or goal of the LO in a particular learning ccontext
 * the overall learning context, including the learning approach, the learner audience, the learning objectives, and relationships to other LOs that make up the learning experience
 * the behaviour, descriptions of constraints and rules on the use and sequencing of the LOs within the overall learning experience
 * the delivery context (environment)

Other definitions are :
 * "Any entity, digital or non-digital, that may be used for learning, education or training"
 * "Any digital resource that can be reused to support learning"
 * "Web-based interactive chunks of e-learning designed to explain a stand-alone learning objective"

The Contradiction: note that Wiley and Rehak&Mason define LO as digital (and CETL says they are web-based and interactive), but the LOM standard states they may be non-digital...

Read:
 * Learning management system
 * 1) Use and Abuse of Reusable Learning Objects (Pithamber R. Polsani - Learning Technology Center, University of Arizona)

Explore:
 * 1) Content Commons (Connexions) - an repository of Learning Objects (Their circle of fifths learning object is cool, I think)

Metadata
Creating cute, interesting learning objects is probably going to become (if it hasn't already) a trendy educational craft for institutions in the coming years. LOs may even become a type of currency in an educational capital exchange system, if some folks have a say.

The nuts and bolts of how to store and retrieve them, advertise their existence, classify, homogenize and standardize them is a job terse enough for OOPies and quirky enough for Kurzweiliophiles.

The IEEE has come up with an open standard:
 * IEEE 1484.12.1 – 2002 Standard for Learning Object Metadata

(See Learning object and Learning object metadata)

Here's the simplified outline for a "standard" LOM model:

* 1 General o 1.1 Identifier + 1.1.1 Catalog + 1.1.2 Entry o 1.2 Title o 1.3 Language o 1.4 Description o 1.5 Keyword o 1.6 Coverage o 1.7 Structure o 1.8 Aggregation Level * 2 Life Cycle o 2.1 Version o 2.2 Status o 2.3 Contribute + 2.3.1 Role + 2.3.2 Entity + 2.3.3 Date * 3 Meta-Metadata o 3.1 Identifier + 3.1.1 Catalog + 3.1.2 Entry o 3.2 Contribute + 3.2.1 Role + 3.2.2 Entity + 3.2.3 Date o 3.3 Metadata Schema o 3.4 Language * 4 Technical o 4.1 Format o 4.2 Size o 4.3 Location o 4.4 Requirement + 4.4.1 OrComposite # 4.4.1.1 Type # 4.4.1.2 Name # 4.4.1.3 Minimum Version # 4.4.1.4 Maximum Version o 4.5 Installation Remarks o 4.6 Other Platform Requirements o 4.7 Duration * 5 Educational o 5.1 Interactivity Type o 5.2 Learning Resource Type o 5.3 Interactivity Level o 5.4 Semantic Density o 5.5 Intended End User Role o 5.6 Context o 5.7 Typical Age Range o 5.8 Difficulty o 5.9 Typical Learning Time o 5.10 Description o 5.11 Language * 6 Rights o 6.1 Cost o 6.2 Copyright and Other Restrictions o 6.3 Description * 7 Relation o 7.1 Kind o 7.2 Resource + 7.2.1 Identifier # 7.2.1.1 Catalog # 7.2.1.2 Entry + 7.2.2 Description * 8 Annotation o 8.1 Entity o 8.2 Date o 8.3 Description * 9 Classification o 9.1 Purpose o 9.2 Taxon Path + 9.2.1 Source + 9.2.2 Taxon # 9.2.2.1 Id                     # 9.2.2.2 Entry o 9.3 Description o 9.4 Keyword

Simple enough, eh? See Learning Object Metadata for the Topic:MediaWiki Learning Object integration project. If there is enough interest, we will look into incorporating Learning Object Metadata into the MediaWiki engine. See also MediaWiki Project.

Human Touch
Section 5 - the Educational part of the specification is perhaps the most interesting in terms of Human-machine interface and the socio-technical usage of such a specification or model. We'll see if we can make some sense:

 * 1) 5.1 Interactivity Type
 * 2) 5.2 Learning Resource Type
 * 3) 5.3 Interactivity Level
 * 4) 5.4 Semantic Density
 * 5) 5.5 Intended End User Role
 * 6) 5.6 Context
 * 7) 5.7 Typical Age Range
 * 8) 5.8 Difficulty
 * 9) 5.9 Typical Learning Time
 * 10) 5.10 Description
 * 11) 5.11 Language

Read:
 * m:Talk:Learning object metadata - Conversation between me and JWSurf about the possibility of using LOM in a Wiki environment

Explore: Do some searches for "Learning Object" adding the terms above to your search. Let's see what you find:

Object Orientation
Object-Oriented Programming as developed by Booch, Rambaugh, and Jacobsen is terse and complex, but the UML is a way to visualize these complexities. Here are some ideas that may help to create programmable learning objects in UML terms here at Wikiversity: Object-Oriented Programming of learning objects can be done at a higher level of abstraction using a UML model to define learning objects and their interfaces. For example, learning objects intended for sharing knowledge in the subject of Geography most certainly would include maps. A UML model of a class in Cartography could use a shared map at Google maps. The map itself would become what is called a metaobject with a set of points of interest each being a learning object containing data and geographic information about that point. As the shared map is explored by a learning community, its value as a learning object increases as participant content is added. This pattern of usage will quickly fill in the LOM (learning object metadata) form as the "metamap" grows into a full-fledged learning object that becomes reusable, accessible, interoperable, portable and durable. Even though Google hosts the map itself, the descriptions, photos, articles, factoids and other entries reside in a completely abstracted model that is reconstructed and adapted fluently at a very low cost each time it is used.
 * 1) Entity relationships – institution/faculty/student_body -> curriculum
 * 2) Model and schema – learning community / collaborative learning -> curriculum
 * 3) Role, identity, activity – teacher/learner dialog
 * 4) Metaobject facility – Wikiversity

Research
Think with me. Are Templates Learning Objects in themselves? Talk with me.

title: Introduction to Learning Objects


text:
User talk:Cio

Hello there and Welcome to Wikiversity
Hi Cio, and welcome to Wikiversity. I hope you are having a good time.

Customarily, we don't "sign" Content pages, so I removed your signature. I also added a category (C Language) to your edited page. If you feel like participating more, I encourage you to do so, and if you feel like it, drop by School talk:Computer Science just to say Hi. Historybuff 03:08, 16 January 2007 (UTC)

title: User talk:Cio


text:
Introduction to logic

Logic is the analysis of arguments. An argument is formed out of a set of premises and a conclusion. When writing out arguments it is common to number the premises and then separate them from the conclusion by a horizontal line. For example:
 * {|border=1

2. John is in the library. 3. The den is a room separate from the library.
 * 1. Mary is in the den.

Mary and John are in separate rooms.
 * }

The discipline of logic has recently been invigorated by its merger with the discipline of mathematics. In 1854, George Boole wrote the book, "The Laws of Thought", in which he applied the methods of algebra to the study of logic. This marked the beginning of a revolution in the discipline. Now, the modern discipline of logic is incomplete without a background in mathematics.

The idea of "set" is central to the modern discipline of mathematics and logic. A set can contain an infinite number of members or elements. Members in a set may be related in some way but do not necessarily have to be related. For example, there could be a set whose members contain: President Bush, Democrats, brown desk, the number 3, and Scooby-Doo. One important rule in Logic in evaluating sets is called, “Axiom of Extensionality”. This rule states for any sets A and B, A=B if and only if A and B have exactly the same elements. The axiom of Extensionality basically states that order and repetitions in a set do not matter.

Logic can be divided into two main types : Deductive and Inductive.

Deductive Logic
Also referred to as Deductive Reasoning, Deductive logic makes arguments by drawing conclusions directly based on the premises, such as the example argument above. These arguments tend to resemble geometrical proofs. This type of logic gives us no new information, but as long as logical fallacies (discussed below) are avoided, it can be counted on to be correct. This is because the conclusion is necessarily valid, as long there is no fallacy. If the premises are true, the conclusion must be true. Don't confuse the validity of an argument, with the 'truth' of an argument. A valid argument can have premises that are false! If an argument has true premises, and is free from error (fallacy), it is considered "sound".

E.g. Aristotelian Logic (a.k.a. Categorical Logic, Descartian Logic or Categorical Syllogism)

Assignment
Complete the Wikiversity course on Deductive Logic.

Inductive Logic
Inductive logic involves a certain amount of probability, assumption and generalization, but can give new information as well. A common example of inductive logic is the assumption by most of the people on the planet that the sun will rise tomorrow morning because it has risen every morning that anyone can remember. That certainly doesn't mean that the sun has to rise in the morning, but it probably will.

Logical Fallacies
There are two types of logical fallacies: formal and informal. Formal fallacies have to do with the structure of the argument, and informal fallacies have to do with the content. These often have Latin names with English nicknames.

Assignment
Complete the Wikiversity course on Recognizing Fallacies.

Fallacies: Resources
The Wikiversity course on Recognizing Fallacies.

Wikipedia's list of formal fallacies.

Wikipedia's more exhaustive list of formal and informal fallacies, but this page is short on citation.

Fincher.org discusses both formal and informal fallacies.

Nizkor's list of fallacies, not broken into formal vs. informal categories.

The Fallacy Files is a very exhaustive list, but you'll want to know what you're looking for.

title: Introduction to logic


text:
User:Blast

Please visit Topic:Culinary Arts, an effort to create a department on the artistic preparation of food.

If you have come here from OHP to collaborate on Topic:Culinary Arts, and need a tutorial on wikimarkup et all, start here.

On other related projects

 * Wikipedia
 * Wikinews
 * Commons
 * Wikia portal

title: User:Blast


text:
Introduction to Math for computer programming

This page is currently only a very very small fraction of what I intend it to be. If you have idea for topics or the heavenly inspiration to contribute something great to this topic: Please click that "edit" button and do it!

Please try to keep this simple and easy to understand without prior knowledge of anything beyond introductory algebra unless the topic warrants it. If you know calculus: Good for you. That doesn't mean the average viewer of this page does.

Number systems
The following is a list of common number systems. The names of which are derived from latin.

 * Unary is of very limited usefulness since only positive integers can be expressed in it. The same is more-or-less true for any numbering system whose absolute value is equal to one.
 * Binary is used to portray the specific values of on (1) and off (0) used in digital electronics like computers
 * Octal was more commonly used in the early days of computing and especially on computers whose byte size was divisible by three. It is still used in some computing cultures and for some specific purposes but its use has been largely supplanted by hexadecimal.
 * Hexadecimal is often used to portray binary numbers in a smaller, neater-seeming form

Determining number value
Because people tend to be most familiar with dealing with numbers in Decimal, that is the basis we will use to get a feel for a number's value.

You may determine the decimal value of a number in any given base using the following formula:

Where:
 * K = Decimal value of a given number
 * d = Decimal value of a value in a specified base
 * B = Decimal value of the base of the number being evaluated
 * i = Decimal value of the index at which the number currently being evaluated is located (0 = right-most; 1, 2, 3, etc. are 1, 2, 3, etc. places from the right-most)

In this scheme, the right-most digit in any number in any base is:
 * The digit place with the smallest potential value
 * Has an index (i) value of 0

It is common to determine the value of a number, starting with the right-most value. That's what I'm going to be doing in the following examples.

Converting decimal to decimal
Converting the decimal number 931 to decimal: 1 * 10^0 =  1 3 * 10^1 =  30 9 * 10^2 = 900 900 + 30 + 1 = 931

Converting the decimal number 23 to decimal: 3 * 10^0 = 3 2 * 10^1 = 20 20 + 3 = 23

Converting binary to decimal
Converting the binary number 0b01001100 to decimal: 0b00000000 = 0 * 2^0 = 0 0b00000000 = 0 * 2^1 = 0 0b00000100 = 1 * 2^2 = 4 0b00001000 = 1 * 2^3 = 8 0b00000000 = 0 * 2^4 = 0 0b00000000 = 0 * 2^5 = 0 0b01000000 = 1 * 2^6 = 64 0b00000000 = 0 * 2^7 = 0 64 + 8 + 4 = 76

Converting the binary number 0b11111111 to decimal: 0b00000001 = 1 * 2^0 =  1 0b00000010 = 1 * 2^1 =  2 0b00000100 = 1 * 2^2 =  4 0b00001000 = 1 * 2^3 =  8 0b00010000 = 1 * 2^4 = 16 0b00100000 = 1 * 2^5 = 32 0b01000000 = 1 * 2^6 = 64 0b10000000 = 1 * 2^7 = 128 128 + 64 + 32 + 16 + 8 + 4 + 2 + 1 = 255

Converting hexadecimal to decimal
Converting the hexadecimal number 0x16 to decimal: 6 * 16^0 = 6 1 * 16^1 = 16 16 + 6 = 22

Converting the hexadecimal number 0xBEEF to decimal: F = 15 * 16^0 =    15 E = 14 * 16^1 =   224 E = 14 * 16^2 = 3,584 B = 11 * 16^3 = 45,056 45,056 + 3,584 + 224 + 15 = 48,879

Binary
Binary relys on only two digits which are usually written 0 and 1, but are easilly encoded as "off" and "on" in switch circuits, which makes Binary the language of choice in low-level Computing and Digital Electronics.

Hexadecimal
Hexadecimal is commonly used to represent binary data, as it occupies only one quarter of the space when written down.

Corollary
In all number systems, prefixed zeros can be ignored (do not affect the value represented), however common practice is to prefix all octal numbers with a leading 0 (zero), all hexadecimal values with 0x and all binary numbers with zeros so that it contains a number of digits which is divisible by eight.


text:
User:Blast/signature

Blast .. (UTC)

title: User:Blast/signature


text:
User talk:Blast

Cookery basics
Hi Blast, I was just wondering if we should have some basics on Wikiversity about cooking - things like how to prepare a fish/chicken, how to cook an omelette, bake bread etc.? I know there's the Cookbook, but this would also take people through basic skills in chunks. Perhaps we could also add value by filming these things in operation... Is that something you could work on? What are your thoughts? Cormaggio talk 14:47, 25 April 2007 (UTC)

French Mentoring
Salut, Blast. You are listed at the French stream as being a beginning student of French with prior French-language experience, who is interested in learning French at Wikiversity. The French Mentoring project has recently been launched, and if you add your name to that list, I will do my best to put you in contact with an appropriate Mentor who would be glad to help you. The Jade Knight (d'viser) 08:49, 22 November 2008 (UTC)

title: User talk:Blast


text:
Portal:Korean

한국어 학부에 오신 것을 환영합니다! Welcome to the Korean Department at Wikiversity, part of the School of Language and Literature. This department is dedicated to teaching Korean.

Introduction to Korean
The Three States of Korea and Gaya Confederacy - Goguryeo, Baekje, Gaya and Silla, which dominated the Korean peninsula and Manchuria for much of the 1st millennium CE (until 668 when the Kingdom of Silla unified the Korean peninsula)- were reported to have their own languages. Just as the Kingdom of Silla dominated the peninsula, its language enjoyed the respective popularity. The Koryeo Dynasty (918-1393), which succeeded the Unified Silla, increasingly adopted the Chinese.

The Korean alphabet was created in 1443 (some argue 1446, depending on the calender used) by the King Se-jong (4th King of the Joseon Dynasty)

In 1933 and 1988, the major Korean language reforms took place. Every 9th of October (October 9th) is the day of Korean language and is widely celebrated in South Korea.

As of the end of 2006, there are around 80 million Korean speakers around the world. Korean is not only spoken in South and North Korea, but is also spoken in some parts of the U.S, Canada, China, Russia, Japan, Mexico, Brazil, Argentina, Australia, New Zealand, and other countries. There exist approximately a half million Korean speaking foreigners in South Korea (Chinese, Vietnamese, Japanese, Russian, American, Canadian) and the number is increasing.

Courses and projects
Courses offered
 * History of Korea

Projects/planned
 * Korean Language
 * Hanja
 * Korean culture
 * Typing Korean

Wikibooks

 * Korean

fr:Département:Coréen ja:Topic:ハングル

title: Portal:Korean


text: Template:Participants

title: Template:Participants


text:
German grammar/Machen

The German word meaning of "to do" or "to make" is machen.

title: German grammar/Machen


text:
German Language/Introduction to basic German verbs

German verbs, like English verbs, generally conjugate consistently. However, there are some exceptions. (For example, "sein".) In this lesson, you will learn how normal German verbs (also known as "weak verbs") are conjugated.


text: User talk:Natewillsheets

title: User talk:Natewillsheets


text: File:Learners and teachers.png

title: File:Learners and teachers.png


text:
User:Historybuff

Want to reach me? Click here.

 * Play in my sandbox

How good is Wikiversity?

title: User:Historybuff


text: File:Unknown shrub.jpg

title: File:Unknown shrub.jpg


text: File:Unknown flower 1.jpg

title: File:Unknown flower 1.jpg


text:
User:AndyDK

Currently studing Computer Systems and Electronic Engineering at University of Kent, Canterbury, UK.

title: User:AndyDK


text: Category:Evolution

title: Category:Evolution


text:
Template:Mad Max:Lesson 1:TOC:GarageBand

 * {| cellpadding="3" cellspacing="0" width="500px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 1: Getting started with GarageBand
 * }
 * {| cellpadding="2" cellspacing="0" width="400px"

 * bgcolor="#ffeeff" style="border: 1px #cccccc solid;" | [[Image:Nuvola apps kalarm.png|24px]] Pop Quiz - garageBand (only)  - 4 points [[Image:Nuvola apps kalarm.png|24px]]
 * }

 * {| cellpadding="3" cellspacing="0" width="500px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 2: Creating the sound of fear with just GarageBand - 6 points
 * }

 * {| cellpadding="3" cellspacing="0" width="500px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 3: Creating additional moods for motion pictures with individual notes  - 6 points
 * }

 * }


text: User talk:MaxGoodmanCoop

title: User talk:MaxGoodmanCoop


text:
Template:Mad Max:Lesson 1:TOC:GarageBand with symphony orchestra

 * {| cellpadding="3" cellspacing="0" width="500px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 1: Getting started with GarageBand and symphony orchestra
 * }

 * {| cellpadding="2" cellspacing="0" width="500px"

 * bgcolor="#ffeeff" style="border: 1px #cccccc solid;" | [[Image:Nuvola apps kalarm.png|24px]] Pop Quiz - GarageBand with symphony orchestra - Fear - 4 points [[Image:Nuvola apps kalarm.png|24px]]
 * }

 * {| cellpadding="3" cellspacing="0" width="500px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 2: Creating the sound of fear with GarageBand - 6 points
 * }

 * {| cellpadding="3" cellspacing="0" width="500px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 3: Creating additional moods with individual notes - 6 points
 * }

 * {| cellpadding="3" cellspacing="0" width="500px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Optional: Create a musical cue for the motion picture "Graduation Day" - 20 points
 * }

 * }


text:
Wikiversity talk:Userboxes

From a quote from Jimmy Wales, re-posted to the Colloquium:

 * "Wikipedia is not a place to assess the morality of a person, their beliefs or their orientation, neither is it the place to advocate for or against a political or religious point of view."

Ok, so that's Wikipedia. And neither would Wikiversity be a place for the latter part (ie advocating particular views). But as for the former part (ie. assessing people's moralities etc), I think this is something that could well have a place in Wikiversity. In particular, with reference to Disclosures, we will need to occasionally determine how someone's 'background' affects their take on a particular topic/discussion/activity. As ridiculous and superfluous as many of the userboxes are on Wikipedia (IMO), they would (mostly) probably do not much harm on Wikiversity, and perhaps be quite beneficial. Thoughts? Cormaggio talk 15:08, 16 January 2007 (UTC)
 * There is a big difference between having a userbox that says, "religion X rules" or "political party Y kicks ass" and userboxes that say "I participate at the Theology content improvement project" or "Active member of the School of Political Science". Userboxes should be fairly general and "impersonal" and suitable for use by many people. If Wikiversity participants want to describe their personal background and thoughts in more detail they can do so on their user page without making a template. --JWSchmidt 17:08, 16 January 2007 (UTC)

Knowledge userboxes
The knowledge userboxes leave out an entire category! What about people who have been professionally trained in a field but who do not work in it professionally? For example, what about a professional photographer who is not a "hobbyist", but neither is an educator, or a professional editor who clearly has professional training in English, but yet lacks any sort of formal teaching credentials (and does not teach)? It seems like the current level 3 should maybe be level 4, and a new level should be introduced that covers non-educator professionals. The Jade Knight 11:24, 30 March 2007 (UTC)
 * Well, no one is responding. I'm going to go ahead and add a fourth category if no one responds again.  I hope no one hates me for screwing up the whole system…  The Jade Knight 23:32, 4 September 2008 (UTC)
 * Please feel welcome to go ahead and extend the system! --McCormack 04:06, 5 September 2008 (UTC)
 * Ok. I'll get started.  Eventually, all of the 3 boxes will need to be updated, and all of the 4 userboxes will need to be created.  The idea is 1 = Interested; 2 = Hobbyist (not changing these two); 3 = "Professional"; ie, someone with a degree or who works in a related field; 4 = Educator.  The Jade Knight 06:48, 5 September 2008 (UTC)
 * Great. --McCormack 06:49, 5 September 2008 (UTC)
 * Man. These templates have templates nested within templates within them.  This should at least make it easier to update them all.  Kind of a pain to figure out how to make a new one, though.  (I'm working on it.)  The Jade Knight 06:54, 5 September 2008 (UTC)
 * Hrm. I think I updated what I needed to, but it doesn't seem to have changed any of the other templates.  Is this a caching issue?  The Jade Knight 07:00, 5 September 2008 (UTC)
 * Finally figured it out. There was another template hidden away involving the text.  Tricksy.  The Jade Knight 08:19, 5 September 2008 (UTC)

Missing userboxes
What about UK english? There are also some userboxes existing that are missing levels --Unionhawk 00:10, 3 April 2007 (UTC)

title: Wikiversity talk:Userboxes


text:
Template:Mad Max:Lesson 1:TOC:Protégé

 * {| cellpadding="3" cellspacing="0" width="500px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 1: Getting started with Notion Protégé
 * }
 * {| cellpadding="2" cellspacing="0" width="400px"

 * bgcolor="#ffeeff" style="border: 1px #cccccc solid;" | [[Image:Nuvola apps kalarm.png|24px]] Pop Quiz - Notion Protégé  - 4 points [[Image:Nuvola apps kalarm.png|24px]]
 * }

 * {| cellpadding="3" cellspacing="0" width="500px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 2a: Creating the sound of fear with Notion Protégé - 6 points
 * }

 * {| cellpadding="3" cellspacing="0" width="500px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 3: Creating additional moods for motion pictures with individual notes  - 6 points
 * }

 * }

title: Template:Mad Max:Lesson 1:TOC:Protégé


text:
Template talk:Participants

Instructions?
What's this for and how will it work? Could/should this be added to the Template taskforce worklist? CQ 15:17, 16 January 2007 (UTC)

 * I didn't know there was such a beast, and I'm not sure what it does.
 * It is for those boilerplate pages that say "participants, sign up here". Logically, they shouldn't have to go any place but that page, but physically I think it would be nice to separate it into another file. We could categorize that file and list participants auto-magically, removing people who have become inactive, etc.
 * I also found that people were "pooing" all over the categories, since the participant list is the last thing in the file before it. This approach would logically separate participant sign up from the underlying file. Historybuff 15:49, 16 January 2007 (UTC)

title: Template talk:Participants


text:
Wikiversity talk:Searching

I find that the search function does not work as I would like.
 Put your keyword in the searchbox.
 * Go - (or Enter on keyboard) will take you automatically to the article but only if you type the name exactly. This should be fixed.
 * Search - will return a list of articleswhich have the words in the articles but not if they have the words in the title. This should be fixed.

Robert Elliott 15:25, 16 January 2007 (UTC)

 * The MediaWiki search function has never been very good. I like the modifications that have been added at Wikia: search results found in page titles are listed first. Many people use an external search engine. --JWSchmidt 15:54, 16 January 2007 (UTC)

title: Wikiversity talk:Searching


text:
User:Franko2nd

I am 18 and a student at Glasgow University where I study Geography.

Fraser

Currently working on

 * School:Geography
 * Basic Geography

title: User:Franko2nd


text:
User talk:Franko2nd

French Mentoring
Salut, Franko2nd. You are listed at the French stream as being a beginning student of French who is interested in learning French. The French Mentoring project has recently been launched, and if you add your name to that list, I will do my best to put you in contact with an appropriate Mentor who would be glad to help you. The Jade Knight (d'viser) 09:22, 22 November 2008 (UTC)

title: User talk:Franko2nd


text:
Geography

Welcome to this course on the geography of the world! Hopefully, this course will successfully balance useful geographical information with the learner's abilities to take in the work. The course is modeled after other courses on this wiki, such as Spanish 1 and Lua, and while geography is often considered to be an easy subject, this course hopes to prove that, when done with detail, geography can be more advanced than a student would expect. This Geography course provides some capital cities to know but focuses on physical geography. This course does not discuss economics or demographics.

Directions
Read until you come to a quiz. Quizzes will be designed in such a way that the content between each quiz will not be too much to read. However, if you would prefer to read two sections at a time, feel free to do so.

General links and information about geography can be found at the school of geography and the geography portal.

Background

 * Background
 * Photos

Capital cities

 * Capital cities

The basics of physical geography

 * The Americas
 * Eurasia
 * Africa
 * Oceania
 * Antarctica

Readings

 * Regional geography

Learning Tasks

 * Explorers and Impact of Development of Settlements
 * There is a worksheet that includes general geographical questions based on content from the above sections. It contains questions with longer answers that do not work with a quiz system; answer the questions on paper or type them on a computer.

title: Geography


text:
Topic talk:Geography

It might be best to change the name of Topic:Geography to something more specific to focus it on one of the sub-disciplines of geography. School:Geography would remain as the general content development project for geography. --JWSchmidt 17:55, 16 January 2007 (UTC)

title: Topic talk:Geography


text:
User:Kizer/Web Page/Flash/Mask

MASKING

1. Insert a keyframe wherever you want your movie to end by right clicking where you want in on the Timeline and clicking ~insert keyframe~

2. Double click the words "LAYER 1" to change the name to background

3. Create your object in frame 1, this will be your background, lock it

4. Add a new layer, to do that: click the button that looks like a post it note with a plus sign

5. double click it to name it LAYER 1.

6. make sure you're on LAYER 1, draw a rectangle that has no line color, and convert to symbol

(to convert to symbol you right click the rectangle click convert to symbol, make sure the graphic bubble is filled in. and click okay)

7. insert a keyframe on LAYER 1 at the frame where the movie will end

You will stay on Layer one now

8. click keyframe 15, make a new keyframe, click the rectangle and move the rectangle over to the right side, by using your arrow keys on the keyboard

9. click keyframe 30 make a new keyframe, click the rectangle and make the rectangle go to the complete opposite side

10. click keyframe 45. make a new keyframe, click the rectangle and with the FREE TRANSFORM TOOL make it full width of the picture.

11. click keyframe 60 and make the rectangle get smaller into a cube... with the FREE TRANSFORM TOOL

12. Click keyframe 75 and make the cube go all the way up and down in height but stay the same width

13. click keyframe 90 and make that rectangle go all width and height of the picture

14. right click in between the keyframes and click CREATE MOTION TWEEN

15. right click layer 1 and click mask in the drop down menu

MagikNinja 18:19, 19 January 2007 (UTC)

title: User:Kizer/Web Page/Flash/Mask


text:
User:Kizer/Web Page/Flash/Morph

MORPHING

1. Create our object in frame (example- your name)

2. Click once on your object, press control B twice.

3. click where the movie will end, right click, insert a blank keyframe

4. Create a new object, click it, press control B twice. (example- your last name)

5. Click on your timeline then in your property inspector choose tween shape.

title: User:Kizer/Web Page/Flash/Morph


text:
User:Kizer/Web Page/Flash/Zoom

How to Zoom in Macromedia Flash

1. Open up a blank document (if a blank document is already open, go on to the next step.)

2. On the blank stage, insert or create the image that you would like to zoom into.

3. Highlight image that will be zoomed into (Ctrl + A). You can tell it’s highlighted by how it will be covered in gray dots.

4. Right click on the image, and select ‘Convert to Symbol’.

5. After selecting ‘Convert to Symbol’, a box will appear. In this box, click the circle that says ‘Graphic’ next to it.

6. On the timeline, click on the rectangle below the number 30. This is Frame 30. (It should be a beige color which contrasts with the white rectangles that surround it.)

7. Right click on Frame 30.

8. On the drop-down menu that appears, select ‘Insert Keyframe’.

You know you will have done it correctly if the space in between Frame 1 and Frame 30 becomes gray.

9. Right Click on Frame 15.

10. On the drop-down menu, select ‘Insert Key Frame’.

11. Right Click on Frame 5.

12. On the drop-down menu, select ‘Create Motion Tween’.

This will cause for the gray line to turn purple and a solid line will appear going through it.

13. Right Click on Frame 20.

14. Select ‘Create Motion Tween’. The same will occur as before.

15. Click on Frame 15.

16. Click on the symbol. (Remember, it’s the image that you want to zoom in to.)

17. Find and click on the Free Transform Tool. (It’s located on the toolbar on the far left side.)

This will cause the symbol to receive a black outline with black squares.

18. Click a black square and drag it so that your image becomes larger.

19. To preview you movie, you can hit enter to view it on your stage, or you can hit Ctrl + Enter which will bring up a different page for you to view it.

Nashp 18:17, 19 January 2007 (UTC)

title: User:Kizer/Web Page/Flash/Zoom


text:
User:Kizer/Web Page/Flash/Tween

How to use Tween in Macromedia Flash

1. Open up a blank document in Flash.

2. Draw or insert object onto the blank stage.

3. Highlight the image (Ctrl + A). You will know it’s highlighted because it becomes covered with gray dots.

4. Right-click on the image.

5. On the drop-down menu that appears, select ‘Convert to Symbol’.

6. After clicking that, a box will appear. Click on the circle next to Graphic and select OK.

7. Click-and-drag the image to the far-left side of the stage.

8. On the Timeline at the top of the screen, find the rectangle underneath the number 30.

This is Frame 30.

9. Right-click on Frame 30.

10. From the drop-down menu, select ‘Insert Key Frame’.

You'll know that you did this correctly if the space between Frame 1 and Frame 30 turns gray. 11. While still on Frame 30, click-and-drag object to the far-right side of the stage.

12. On the Timeline, right-click on Frame 15.

13. Select ‘Create Motion Tween’.

This will turn the gray area between Frame 1 and Frame 30 to purple and add a solid line that crosses through it. 14. To preview your movie, you can hit enter to view it on your stage, or you can hit Ctrl + Enter, which will bring up a different page for you to view it.

Nashp 18:16, 19 January 2007 (UTC)

title: User:Kizer/Web Page/Flash/Tween


text:
User:Kizer/Web Page/Flash/General

Commonly Used Terms

Movie - A sequence of photographs or objects projected onto a screen with sufficient rapidity as to create the illusion of motion and continuity. Stage - Area where all drawings and text goes to. Animation – The act of imparting motion or activity. Motion Guide - Tool that allows for an object to move in a certain path. Properties – The tab that holds most changes that need to be made. (I.E. Font face, size; Line size, color, etc.) Known as the Property Inspector. Color Swatch – Tab that holds color properties. Timeline – The tool that allows for the scheduling of the events that occur in the movie. Frame – Any spot on the timeline that can allow for a change in the movie. Keyframe – A frame where a change will occur in the movie. Symbol – An image that will occur in more than one frame but will undergo change during the movie. Motion Tween – A tool that allows for a symbol in two frames to be changed and also allow for animation. Free Transform Tool – A tool that allows for the alteration in size of an object.

title: User:Kizer/Web Page/Flash/General