text:
CisLunarFreighter/Requirement analysis and high level design

Object Oriented Software Engineering
 * Component, Responsibility, Collaborators (CRC)Cards - 4" X 6" note cards
 * Design, Code, or Case Scenario Walkthroughs

CRC Cards
This exercise is based loosely upon the technique demonstrated in Chapter One of Classic Data Structures in C++ by Timothy A. Budd, cp1994 by Addison-Wesley Publishing Company, Inc. In a local object orieted design project using C++ CRC (Component, Responsibility, Collaborating Objects) cards are used to jot down names and bullets outlining the high level components identified in walkthrough as required for the project design.

Local Adaptation
A procedure we may use here for asnychronous, distributed, walkthroughs is as follows: Individual files shall be created for proposed components. Responsibilities for that component jotted down in bullet form at the top of the screen, simulating a 4" X 6" note card. When another component is called a link will eventually be created to that component. Actions the component must complete are listed in the bottom half of the computer screen/file.

For the highest level walkthough or design Budd designates the most important characteristics of potential design components as: 1. A small set of well defined responsibilities must result. If the component has too many responsibilities then it should be busted into multiple components and the walkthrough reaccomplished. 2. Interactions with other components should be minimalized to the greatest extent possible.

Effort expended achieving the two characteristics above are alleged to provide large benefits in the coding process and final code.

Draft Component/Card Set

 * cisLunarFreighter CRC Card Initial Splashscreen, Launcher, Menu
 * cisLunarFreighter CRC Card Load and Mission Generator
 * cisLunarFreighter CRC Card Ship
 * cisLunarFreighter CRC Card Ship Designer
 * cisLunarFreighter CRC Card Personal Game Data
 * cisLunarFreighter CRC Card Terran Spaceport
 * cisLunarFreighter CRC Card Spacecraft Freight Load Planner
 * cisLunarFreighter CRC Card Takeoff or Lander Screen
 * Terran, Lunar, Asteroid, or Saturn Pirate Base

 * cisLunarFreighter CRC Card Pilot's Cockpit Screen
 * Mini Map Radar Overview, Cockpit Menu, Headsup Communicator

 * cisLunarFreighter CRC Card 2D Overview Asteroids or Meteor Shower Flythrough
 * cisLunarFreighter CRC Card Solar System Game Controller
 * cisLunarFreighter CRC Card User Keyboard Interface Controller
 * cisLunarFreighter CRC Card User Mouse Interface Controller
 * cisLunarFreighter CRC Card Background Music Selection and Player
 * cisLunarFreighter CRC Card Lunar Spaceport

Components called as Collaborators
* Animation player * Background display * Main Menu


text:
CisLunarFreighter/Initial splashscreen, launcher, menu

go to main component listCisLunarFreighter_A_Requirements_Analysis_and_High_Level_Design_Exercise

Component Name:Launcher

Responsibilities: This is the main java file which calls the splash animation, initializes the game, then calls the main menu for initial player interaction. When the player is done this module terminates the program.

Collaborators:

 * Animation player
 * Background display
 * Main Menu
 * New Load and Mission Generator
 * Load pre-existing game
 * Quit

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


text:
CisLunarFreighter/Mission generator

Component Name: Load and Mission Generator

Description of Responsibilities: Generate manifests and missions until the user agrees to undertake a specific mission. Note that later penalties may be applied if the user leaves part of the load behind.

Collaborators:
 * Bases, settlements, space stations, other freighters in route, or terminals may request specific loads - Terminal Load Request
 * External games (such as jFreeRails) running in the MUD may deliver specific loads - MUD Crosstalk
 * External games (such as Asteroid Civ, Space Annihlation, etc.) may request specific loads - Terminal Load Request
 * Standard Load

title: CisLunarFreighter/Mission generator


text:
CisLunarFreighter/Spaceships

Component Name
Player Ship

Description of Responsibilities
Acts as a data container for cargo manifest, ship characteristics such as mass distribution and thruster configuration, and responds appropriately to the user interface by triggering appropriate graphics on screen.

Collaborators

 * Keyboard User Interface
 * Pizza Delivery
 * View Controller
 * Background Manager
 * Sprite Controller?

 * Load Distributer Planner
 * Ship Designer
 * Pretzel planner
 * Provides ship configuration at beginning of mission or after repairs or inflight damage or modification. I.E. Take damage from opponents or flyover a hot spot with a bonus ... or a hot spot with change in cargo mass.

 * Collision Detection

title: CisLunarFreighter/Spaceships


text:
User:Kjcomerford~enwikiversity

Kevin Comerford kevin@comerford.com

title: User:Kjcomerford~enwikiversity


text:
CisLunarFreighter/Spaceship designer

Component Name
Ship Designer

Description of Responsibilities
Provides ship configuration at beginning of mission or after repairs or inflight damage or modification. I.E. Take damage from opponents or flyover a hot spot with a bonus ... or a hot spot with change in cargo mass. Takes user or component input and provides updated configuration information to ship controller component.

Collaborators

 * Player Ship
 * Provide the current configuration and performance parameters

 * Component Set
 * A set of pre defined components and click and drag graphics

 * Component Editor?
 * The ability to create new components by importing graphics and assigning attributes and values to the component.
 * The ability to start with an existing component and modify graphics (export and import to pixel editor) or attribute values.

 * Pixel Editor

Spaceship components
This components can be integrated into and locked into ship designs using the editor. This list is probably not complete.
 * Life support systems (water could be stored outside in a frozen state, heated only when needed, recycle what we can)
 * Oxygen recycler
 * Propulsion mechanisms (Artificial Gravity Thruster)
 * Power/fuel generation (Artificial Gravity based - no fuel required)
 * Fuel/power storage
 * Thermal controls  ( The ship could be put into a continuous roll to even out sun's energy, as earth does.)
 * Structural features (Double hull stainless steel design coated with truck bed liner inside and out)
 * Computer systems (Shielded Linux box with solid state hard drive's)
 * Communications (Microwaves)
 * Attitude control (Artificial Gravity Thruster)
 * Sensors (Radar, Lidar, etc. to prevent unexpected collisions with uncharted asteroids)
 * Extra cargo holds (Or similar extensions, if a modular design is chosen. Aerodynamics aren't needed in space, after all)
 * Heat radiators (Electric heat for everything including heating the hull)
 * Heat radiator fuel (if it just dumps out freon, for instance)
 * Radiation shielding (Lead, or maybe depleted uranium)(A heavy water based jel)

Non existant technologies for possible use

 * Warp drives
 * Artificial gravity (Will be the next huge technological leap. A solid theory/design exists today)
 * Shields (Star Trek style)( A very large Neo magnetic core)
 * Quantum entanglement module (Instantaneous communication)

Non-essential technologies for possible use
Is there going to be a combat component? If so:
 * Aggressive gefense mechanisms (preferrably more realistic than not -> missiles, lasers vs. phasers)
 * Hull repair robots (Nanites, perhaps?)
 * Escape mechanism (relevant even if there aren't any pirates, in case of malfunctions and such)

For an extended combat component:
 * more weapons! Things like railguns and coilguns have interesting physics components...
 * Sensor jammers, chaff (radar jamming)
 * Hacking? Some kind of attack on another ship's computer?

See: Spaceship

title: CisLunarFreighter/Spaceship designer


text:
Talk:Historical Introduction to Philosophy/Personal Identity

For a start, Hume can be helpfully understood as what we might call a post-sceptical philosopher. Taking in to consideration that Hume's study of philosophy has seemed to convince him that other such philosophers such as Locke, Berkeley, and Bayle had taken more traditional metaphysics and epistemology to help reach their sceptical conclusions. It was these philosophers who first argued that philosophy is not able to provide with good reliable accounts the natures and relations of things. It was Locke, along with some of his followers that had reached the conclusion that our current knowledge of substance, wether they be material or immaterial, can be reduced to a vague discription as something, I know not what. It was Bayle who has argued that every possible concieveable theory of space and time, and for that fact every philosophical system, is incoherent.

I think this page needs to be divided
I'm not sure how to divide it, but there is a lot of text on this page. I think it is too long, and not divided properly, making it very difficult to know what information is on the page and difficult to navigate through it. Matthew Greyling 19:25, 27 December 2007 (UTC)
 * I agree. I will divide it a little, Erkan Yilmaz uses the Chat (try) 09:41, 26 July 2008 (UTC)


text:
User:端くれの錬金術師/monobook.js

// scripts of w:ja:User:Tietew

function include(s) { document.write('<' + '/script>'); } include("User:Tietew/submitblock.js"); include("User:Tietew/interlang.js"); include("User:Tietew/blinktalk.js"); include("User:Tietew/log.js");

// w:en:User:Lupin/popups.js

document.write('<' + '/script>');

title: User:端くれの錬金術師/monobook.js


text:
User:端くれの錬金術師/monobook.css

.usermessage { display:none; }

title: User:端くれの錬金術師/monobook.css


text:
Afrikaans

Afrikaans is a Germanic language closely related to Dutch and is spoken in Southern Africa in the Republic of South Africa and Namibia. The language stems from 17th century Dutch and has been influenced by local African languages as well as languages spoken by other immigrants to the 17th century Cape region - German, French and Malay.

Are you traveling to South Africa? Well, Afrikaans is one of the languages of South Africa. If you know Dutch, you won't have a hard time learning Afrikaans. Even if you're English, Afrikaans won't be hard! Good luck!

Lessons

 * /Pronunciation/
 * /Alphabet/
 * /Greetings/
 * /Tenses/
 * /Vocabulary/

title: Afrikaans


text:
User:Darklama/myskin.css

@import url("/w/index.php?title=User:Darklama/myskin_screen.css&action=raw&ctype=text/css") screen;

title: User:Darklama/myskin.css


text:
User talk:Darklama

Add media button discussion
I have pinged the discussion of the buttons we talked about at Meta. Juandev (discuss • contribs) 08:19, 25 April 2014 (UTC)

 * Maybe it will get picked up again during the next Google Summer of Code. -- dark lama  12:58, 25 April 2014 (UTC)

Question about importing
Hi, is it possible to import from a non-english wiki? I actually see few reasons for it, but I'm wondering if it could or should be done. You can see Colloquium. Thank you for your time. - Sidelight12 Talk 09:55, 27 April 2014 (UTC)

How to hide value description if empty and set to cat?
Hi,

could you help me with understanding parser functions. Firstly how to hide value description if the value is empty in the template? E.g.: Ill have:

So I am willing to get:

Coordinates: 52345452453

And what about, if I want to set the page to category according the value. I see, you've been doing that in BCP. The above template may add to the page,  and.

Juandev (discuss • contribs) 20:36, 27 April 2014 (UTC)

 * As we were talking about  function, I have created a test template and page. I see, that I cant use the same function for a string comparison. So maybe   to support both file:name.jpg and name.jpg values. So let me think loud: Now I have:

 * Its there, because I add all locations without image to a technical category. It also encourage to add an image. So If I would like to have two options for one value possible I have to create one more function for this value, which would be something like:

 * Is that code OK? Would it test weather the value Image contain also "File:"?
 * And how to pair it to the previous one? I guess that maybe  function should be included into  ? --Juandev (discuss • contribs) 10:00, 28 April 2014 (UTC)

The Image value can never equal the Image value with File prepended. NAMESPACE is used to test whether the Image value passed is in the file or image namespace, was passed without any namespace, or referring to something in the wrong namespace. -- dark lama  11:47, 28 April 2014 (UTC)

 * So the function, should always compare a value? Cant compare a string of wikitext?--Juandev (discuss • contribs) 13:32, 28 April 2014 (UTC)

 * And if Ill dig in your script, I see that you include a function  and leave it on the position of "value if test string is not empty" regarding PSHelp. What I don't understand, what   stands for. And how to separate the #switch: function. Like this?

--Juandev (discuss • contribs) 13:58, 28 April 2014 (UTC)

can be simpler to understand than  when comparing one thing to many things. Using ifeq in place of switch the above example looks like:

A value can be a string or wikitext within reason, some complex comparisons can require a deeper understanding of mediawiki's parser to figure out how to get the comparison to work.

is a placeholder named "Image" that is to be filled when the template is used on a page. replaces Image in the above switch with "Coffee.jpg" like so:

which then becomes:

because "Coffee" is in the main space which has no name. Next the switch tests the empty argument against the other arguments. The empty equal comparison matches the empty first argument, so the wikitext on the other side of the equal sign is what the switch function returns, which is. What is seen in place of the template on screen is a coffee image. -- dark lama  15:21, 28 April 2014 (UTC)

 * This is too much for me. So I will believe you it works:-). So thank you for the explanation.--Juandev (discuss • contribs) 20:12, 28 April 2014 (UTC)

Easier way then Parser function
I have discovered PA function switch used to switch between multiple values available:

than I find out, that maybe it could be done by if function and categories, liek this:

I only miss full cat name, but its not so important. Is that right?--Juandev (discuss • contribs) 19:21, 30 April 2014 (UTC)

request to change Mediawiki:common.js to include MOOC like functionality
Dear darklama I have been sent to your page by User:Dave_Braunschweig after I left him the following request User_talk:Dave_Braunschweig I would kindly ask you to read that request and work with me on our goal of creating a MOOC on Wikiversity by not only creating such a content but extending the frontend of mediawiki with a bunch of lua scripts, java script and a little css to create a much easier user experience. Dave is familiar with our project. Last year during teaching we lost many students on pages like this one (Topic:Web_Science/Part1:_Foundations_of_the_web/Internet_Architecture/Summary) since they could not adapt to the habits of mediawiki users which made us realize that something like our scripts would be necessary. As said in the initial post on dave's page feel free to request more information or ask questions about the project. I tried to keep the request short here and at dave's place. Thank you very much. --Renepick (discuss • contribs) 13:07, 21 August 2014 (UTC)

your title blacklist entry
Back in 2011, you added my user and user talk spaces, and your own, to the Title blacklist, to limit page creation there to autoconfirmed users. This was apparently based on a single disruptive edit to my user space. I requested it be removed as to mine, and my opinion is that it should not have been added to yours, that this was technically a COI action. However, not a big deal. Mine was just removed, and I said I'd ping you. So ... ping! --Abd (discuss • contribs) 04:41, 4 August 2015 (UTC)

GUI on c++
I believe you're an expert on c++ programming language and I believe you also know many operating systems and applications were built using this language. I am a learner, a beginner and am 15 years old from Nigeria. From what I have learnt so far via sololearn and CPP droid. It is not that good at GUI. Please provide me with an example even if it is a vector drawing code. Edidiongudoh (discuss • contribs) 13:44, 12 October 2016 (UTC)

Your administrator status on the Wikiversity
Hello. A policy regarding the removal of "advanced rights" (administrator, bureaucrat, etc.) was adopted by community consensus in 2013. According to this policy, the stewards are reviewing activity on wikis with no inactivity policy.

You meet the inactivity criteria (no edits and no log actions for 2 years) on the wiki listed above. Since that wiki does not have its own rights review process, the global one applies.

If you want to keep your rights, you should inform the community of the wiki about the fact that the stewards have sent you this information about your inactivity. If the community has a discussion about it and then wants you to keep your rights, please contact the stewards at m:Stewards' noticeboard, and link to the discussion of the local community, where they express their wish to continue to maintain the rights.

If you wish to resign your rights, you can reply here or request removal of your rights on Meta.

If there is no response at all after approximately one month, stewards will proceed to remove your administrator and/or bureaucrat rights. In ambiguous cases, stewards will evaluate the responses and will refer a decision back to the local community for their comment and review. If you have any questions, please contact the stewards. Matiia (discuss • contribs) 04:58, 16 March 2017 (UTC)
 * Removed. Matiia (discuss • contribs) 15:12, 16 April 2017 (UTC)

title: User talk:Darklama


text: User talk:JakoOlivier

title: User talk:JakoOlivier


text: User talk:Herberthartline

title: User talk:Herberthartline


text:
Afrikaans/Pronunciation

Pronunciation Guide
a - as u in c u p (kap) aa - as u in c u p but longer like ah (daad) aai - as y in wh y (laai) ae - as u in d u st but longer like ah, followed by article a (dae) b - similar to b in English c - as k in k itten (Calvinis) c - as s in s ize (celcius) ch - guttural sound like ch in lo ch (chemie) ch - as k in k itten (chloor) ch/sj - as sh in sh ot (China/Sjina) d - as d in d onkey (daar) d - as t in ha t (bed) e - as ee in d ee r ( e del) e - as e in h e n (ken) e - as e in ang e l (bevat) ê - as ai in h ai r (hê) ee - as ee in d ee r (een) eë/ië - as ea in f ea r, pronounced as two sounds (leër/skiër) eeu - as ew in f ew (leeu) ei - as ay in pl ay (seil) eu - as ee in d ee r with lips pouted (deur) eu - as ew in f ew (euforie) f - similar to f in English g - gutteral sound like ch in lo ch (geld) gh - as g in g olf (gholf) h - similar to h in English i - as e in ang e l (sit) ie - as ee in br ee d (dier) ie - as i in s i ck (siek) j - as y in y ou (jaar) kn - as c in c at + n in n o (knoop) ng - as ng in si ng (vang) o - as oo in l oo t followed by rapid w with pouted lips (bode) o - as oo in l oo t, but shorter (euforie) o - as o in f o rt but shorter (oggend) o - as oy in b oy (potjie) ô - as au in c au se (môre) oe - as oo in l oo t (voer) oe - as oo in l oo t, but shorter (voet) oë - as oe in d oe r (vermoë) oei - as ooey in ph ooey but preceded with rapid w (koei) oo - as oo in l oo t followed by rapid w with pouted lips (soom) ooi - as oi in oi l but preceded with rapid w (strooi) ou - as oa in c oa t (hout) p - similar to p in English r - as r in ve r y, but lightly rolled (duiker) r - strongly rolled r, almost Scots (rooi) s - similar to s in English t - similar to t in English tj - as ch in ch unk (tjank) u - as i in s i ck with lips pouted (u) ui - as ay in pl ay but longer with pouted lips (lui) uie - as aye in pl aye r but longer with pouted lips (beduie) uu - as ee in br ee d but with lips pouted (duur) v - as f in f un (vul) w - as w in s w eep (swem) w - as v in v isit (water) y - as ay in pl ay (yster) z - similar to z in English

title: Afrikaans/Pronunciation


text:
User:Vgckumar

What is the world's biggest problem?

title: User:Vgckumar


text:
Talk:C/Typecasting

Have you actually attempted to compile the code in this article? I have and it doesn't work. After may amendments it compiled, however, I will not amend the article because showing the assignment of a structure to an array is a Very Bad Idea. Quite rightly, the gcc compiler gives an error of incompatible types in assignment and refuses to compile cleanly. There are plenty of ways of showing the uses of type casts in C, this isn't one of them. --Mickraus 16:02, 29 January 2007 (UTC)

The article says "C does not allow to assign one data type to directy another data type" - this is not true. can be assigned to,   to  ,   to  , etc. There are certain restrictions to certain assignments, but generally assignments to different data types are allowed, any necessary conversions are done silently. --Mickraus 22:31, 19 February 2007 (UTC)

Mickraus why don't you edit the page so it is correct? BeauMartinez 00:26, 16 January 2009 (UTC)

title: Talk:C/Typecasting


text:
User talk:Mickraus

Standard C
I noticed you changed some comments from  style to   style. Standard C as of ISO C99 allows  style comments now. I also noticed where you moved the declaration and assignment of  outside a for loop. That too is legal as of ISO C99. No biggy, just thought you might want to know. :) --darklama 17:20, 29 January 2007 (UTC)

Ya none of them seem to say what standard if any is being used. From what I can tell some of the pages are also trying to be used for C++ lessons as well, since there is overlap between the two languages. I guess to cut down on repeating the same lesson information. --darklama 18:43, 29 January 2007 (UTC)

title: User talk:Mickraus


text: Category:Audio

title: Category:Audio


text: Help:Moving a page

title: Help:Moving a page


text:
Talk:Filmmaking Basics/Thumbnail Storyboard/Step by Step/aaaab

Improve Context
It would be nice if this article were put into better context. When I read it, I feel as though I should have read something that comes just before this, but there is no clear reference to whatever it is I'm missing. --Jimmytharpe 17:54, 29 January 2007 (UTC)

This is one page of an experiment...
As far as I know, Wikiversity does not allow for dynamic pages created by instructors as part of a lesson or quiz.

Therefore, this page was part of an experiment in branching to create a custom-built storyboard. The storyboard had 12 levels (12 pieces of dialog.) Each choice had an average of two possible answers (many more at the beginning). Rather than dynamically calculate the items for each page, I tried to create all the pages.

This proved impractical. When I started, I obviously did not have my thinking cap on. 12 levels with two options each is 2 to the 12 power which is about 4,000 pages. I stopped after a dozen pages.

To try this out, I created the pages for when the answer to the question was picture "A". Hence the names of the page "aaaab". Obviously, the previous page is "aaaa". So on up the chain.

It is impractical to complete this (the 4,000 pages). Therefore, I must find a way to use a database of pictures and to develop a way of calling the pictures depending on the level that I am at. If anyone knows a way to access MySQL directly from the Wiki language, let me know. Robert Elliott 00:01, 30 January 2007 (UTC)


text:
Storyboard Artwork Project/Creating Tux Paint Stamps

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" How to create Tux Paint stamps for the Storyboard Artwork Project
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

What are stamps in Tux Paint?

 * Stamps are pictures with a mask.

 * Each stamp has a mask which crops the picture so stamps can be any shape.

 * Note : A mask is also known as an Alpha Channel.

 * In this scene, you see two men walking together. It looks natural and real.  Yet this scene was made from two stamps with only two clicks on the screen.

 * It took only ten seconds to create this entire scene. Stamps are an extremely effective drawing tool.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" An example of a stamp
 * style="width:55%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="2"|

Four channels in one PNG picture
A PNG picture has four channels :
 * A red image
 * A green image
 * A blue image
 * A mask image

In case you are wondering why they are five images for picture with four channels, the first image at the top is a quick look at all the RGB channels put together as a complete color picture.

This top image is not a channel but because the color picture is so useful, it is included in the list of channels with a channel number of "tilde".

 * style="padding:0em 0.5em 0em 0.5em;" |

The color channels of the stamp
 * style="width:45%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

Here are the color channels all together for a stamp.
 * The RGB channels

When you combine the red, green and blue channels, you get a color picture.

In this case, the picture is 400 pixels tall and 200 pixels wide. We need pictures which are over 500 pixels tall. For technical reasons, we prefer that you make your stamps 1000 pixels tall.
 * style="padding:0em 0.5em 0em 0.5em;" |
 * style="padding:0em 0.5em 0em 0.5em;" |

The alpha channel of the stamp
 * style="width:45%; vertical-align:top; border:1px solid #abd5f5; background-color:#eaf0ff;" |

Here is what an alpha channel looks like. This is a gray image which is almost entirely black and white. Only at the edge of the fireman are there gray pixels to feather the mask.
 * The mask channel

In the white part of the mask, the image becomes part of the stamp. Where the mask is black, the image is not included in the stamp.
 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" Where are stamps in Tux Paint?
 * style="width:50%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="1"|

Things to do

 * Locate the stamps in Tux Paint and view them them with your photo editing software like Photoshop or The Gimp to see the four channels, specially the Alpha chennel which is the mask. Photoshop 4 or later will do this but I do not believe that Photoshop Elements can view channels. In The Gimp the mask is displayed besides the layer.

 * Tux Paint works on many different computers and hand held devices. Therefore, finding the stamps is not always easy.

 * On the Macintosh, you cannot simply search for "Stamps" because the search engine in Mac OS X does not search inside an application. If you use the new Macintosh (Mac OS X), an application is not just a program.  Rather an application is actually an invisible folder which contains all the elements of the application.  Using the Control key allows you to see the contents of the application folder so you can find the stamp folder in the resource folder.

 * style="padding:0em 0.5em 0em 0.5em;" |

What size are stamps?
 * style="width:50%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

Stamps can be any size. Stamps are enlarged automatically in Tux Paint. However, there are some limitations to Tux Paint.
 * How tall?

The largest setting in Tux Paint enlarges the picture to 95% of the full height of the Tux Paint's current screen size. But be aware that when Tux Paint automatically scales up a picture, it becomes jagged if the original is not large enough.

For this project, we will use a Tux Paint screen which is 600 by 800. This produces a painting which is 472 pixels tall. Therefore, the stamps should be at least 472 pixels tall to get full resolution for large stamps.

Besides full size images, we need the same figures showing only the upper half of the body. Tux Paint cannot crop more than half of the picture. Therefore, Tux Paint cannot create head shots from full sized images. Therefore, we also need you to create a second set of stamps by cropping your artwork to the upper half of the body. (We can do this for you if you wish.)
 * Upper half the the body
 * }


text:
Template:Message:Tux Paint Storyboarding Stamp Project

These lessons are ready for a test drive.


text:
User:Darklama

Find me on English Wikibooks too.

 Outreach I'm Following (or should be following) Leigh Blackall (Blogspot) Wikimedia and Learning (Blogspot) Wikibooks (Blogspot) Wikimedia Tech | Wikimedia Wikipedia Signpost Toolserver Journal Tim Starling

title: User:Darklama


text: Portal:Learning Materialsnew/box-header

title: Portal:Learning Materialsnew/box-header


text: Portal:Learning Materialsnew/box-footer

title: Portal:Learning Materialsnew/box-footer


text:
Portal:Learning Materialsnew/Intro

Welcome to the Learning Materials Portal.

Part of the Wikiversity mission is to provide a collection of learning materials and links to online learning resources. Some Wikiversity participants are devoted to these tasks.

Wikiversity is not a platform for commercial enterprises to advertise education-related products. Wikiversity is devoted to free education. Wikiversity provides server space for public domain and copy-left learning materials. Wikiversity provides links to online learning resources that are available for free to students and teachers. Wikiversity also evaluates and links to learning materials that are made available at low cost as part of the open software movement.

title: Portal:Learning Materialsnew/Intro


text:
User talk:Whisperer~enwikiversity

Welcome to Wikiversity and the CS area!
Hi, and welcome. We are always looking for extra hands and eyes, as well as learners. Let someone know your interest area, or start editing if you know your way around the Wiki. If you need some assistance, drop by here to leave me a message. I hope you have a good time at Wikiversity! Historybuff 14:24, 7 February 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Whisperer. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Whisperer~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 23:47, 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) 06:25, 19 April 2015 (UTC)

title: User talk:Whisperer~enwikiversity


text:
User:Berek

Hi, all. I'm a longtime Wikipedia user with an interest in Astronomy and History, especially the History of Scotland and World War I. I'm currently working on creating a course on History of Scotland, and would greatly appreciate any feedback on my progress there. Hope to talk to you all some time. I'm also trying to help out occasionally at Special:UncategorizedPages and Special:UncategorizedCategories.

 * Human Legacy Course
 * Portal:Learning Projects
 * Portal:History
 * Topic:European History

title: User:Berek


text:
Talk:C++/Variables and User Input

Feel free to add anything that you'd like :) I'm definately not even close to an expert at C++, so if you see me hacking my way through something, please fix it and make it better! Thanks,

Giawa

int main
int main (int argc, char * const argv[])

None of this is explained. Is it needed? My code works fine without it. --12.150.181.20 17:43, 12 December 2007 (UTC)

int main (int argc, char * const argv[]) explained
Here's an explanation as to where argc and argv come from.

Back when computer programming was young, computers ran all programs in a terminal (similar to MS-DOS). Is MS-DOS you have the ability to append commands when executing a file. This was an easy way to provide input to the program. So, for example:

C:> myProgram.exe input.txt output.txt

That is me running myProgram.exe in terminal, with two other commands appended to the end. In this case I provided an input and an output for the program to work with. Programmers needed a way to access these extra commands that users appended to the program, so that is where argc and argv come from. The integer argc stores the number of commands that are appended, and the array of character pointers will point to the character arrays, which store the actual data (in this case one character array will store "input.txt" and the other will store "output.txt").

Some fussy compilers will require that argc and argv exist, but most will accept main as well.

(Giawa 10:58, 15 December 2007 (UTC))

int value
I have a question about the maximum value of an int. How can you calculate a number larger than 2147483647? In Lesson 6 for example you explain how to calculate factorials. 17! returns a negative value and 13! is already too high.

Tappie 20:33, 2 April 2008 (UTC)
 * If you are a french friendly reader I invite you to learn from the french version I maintain. That the teacher dont said is that numbers in computers are array of byte and bytes are array of bit witch can take "0" or "1" value. In conventional computers bytes are array of 8 bit (256 values from 0 to 255 then 2^8). Ints are array of 4 bytes so 32 bits then 2^32 values from 0 to 2^32-1 for unsigned and from -(2^32)/2-1 to +(2^32)/2 for signed.
 * unsigned or signed mode is choosed by programmer where computer only understand BITS. that's why you get negative numbers on 17! in fact you are in size overflow !

Compilers
At this point when you start introducing code hopefully people will want to code along with you and test out their own code. It might be a good idea to include some simple instructions on how to use a compiler (perhaps gcc) or maybe link to a page where this info can be found.

title: Talk:C++/Variables and User Input


text:
Selecting and employing software and hardware tools

ICAU4205A

From the official document:
 * "This unit defines the competency required to select and use software and hardware diagnostic tools, including multimedia contexts and automated testing environments."

Basically, that means ... (translate above into plain english)

You can read more about this unit on the National Training Information Systems Official document for ICAU4205A.

This unit is a pre-requisite for the following qualifications:
 * Cert IV Websites Qualification in Australia

How this unit will help you
After learning and applying the skills required by this unit you'll be able to demonstrate your skills in:

 * translate the above elements and performance criteria into plain english and summarise here...

Ideas for learning the required skills
Idea:
 * Research
 * Find Download
 * Install
 * Train somebody
 * Lesson on Digi cams
 * Research browsers
 * download and install browsers
 * Bookmarklets and extensions
 * Write documentation - for client
 * Train client in using (with extension - such as del.icio.us bookmarks)

Ideas for demonstrating this unit
The best way to demonstrate these skills is ...

Grading
If you are demonstrating this unit as part of a formal course, you might find that the unit is graded (meaning you can not only demonstrate your competence, but can also gain a credit or distinction). Your facilitator may already have set criteria that your college uses. If not, here are some ideas for possible credit/distinction activities that you can discuss with your facilitator:


text:
History of Quebec and Canada/Study Guide/Topic 1: Factors Affecting Settlement

Which factors affected the first settlements of New France?

Economic Factors It was the fur trade which first attracted the French to the St. Lawrence River Valley. Champlain founded the first permanent settlement at Québec in 1608 to establish a fur trade network with the Native population. In 1634, Champlain sent Laviolette to found Trois-Rivières, in order to be closer to the fur supplies. Thus, the first two settlements, Québec and Trois-Rivières, were founded for economic reasons dealing with the fur trade. Religious Factors

In 1642, Paul de Chomedy de Maisonneuve, assisted by Jeanne Mance, founded Ville-Marie (present day Montreal) in order to establish a religious mission to convert the Indians. Try the following questions on the first settlements.


text:
Talk:Paleontology/Introduction/Geological structures of fossiliferrous bearing material

Does the discussion on this page apply equally to both macroscopic and microscopic fossils? Also, I have previously seen discussions about the likely biological origin of some molecules in certain geological deposits. Are "molecular fossils" found in a broader range of rocks than intact fossil organisms? --JWSchmidt 01:20, 30 January 2007 (UTC)

First part is yes it will develope to cater for macro and micro fossil forms as they are both important. Second, this is a good question that I have little knoledge of, also this is just an introduction and the question is to advanced and specific for this section. But A section must take place for this topic. But I have only seen molecular fossils when dealing with eucaryotic life forms, as they are either was a trace element of the organism of was the specimen itself. But this area is hotly debated. Will confirm at a later date.Enlil Ninlil 03:21, 1 February 2007 (UTC)


text:
Talk:Web Design/Useful Applications

HTML-Kit
My favorite HTML Editor for use on a Windows system is HTML-Kit. It's all ya' need! CQ 01:51, 30 January 2007 (UTC)
 * I agree... it's great for learners (and advanced users). Only issue is the license which doesn't allow us to install for students in our college - although students can download and install it themselves. What do you reckon about providing 2 recommended editors for each platform, and then chucking the rest under "Other text editors" or something? Otherwise learners might look at the page and not know where to start? Michaelnelson 02:52, 1 February 2007 (UTC)

title: Talk:Web Design/Useful Applications


text:
User:Coelacan~enwikiversity

Wikipedia:User:Coelacan

title: User:Coelacan~enwikiversity


text:
User talk:Coelacan~enwikiversity

Wikipedia:User talk:Coelacan

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 Coelacan. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Coelacan~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 23:33, 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) 06:05, 19 April 2015 (UTC)

title: User talk:Coelacan~enwikiversity


text:
Talk:Web Design/About the web design learning project

Additional discussion about the Web Design learning project:

Sandbox Server
The School of Computer Science, Software Engineering and other groups are working on a proposal to procure what we call a Sandbox Server. If we get one, it will no doubt have a web server available for Web Design students to test their projects. Please show your support for this prospect and join the discussion at Wikiversity talk:Sandbox Server. CQ 02:13, 30 January 2007 (UTC)
 * Wow... really? That'd be amazing?! Who would support it (setting up ftp accounts etc etc??) Sounds incredible! Michaelnelson 02:55, 1 February 2007 (UTC)
 * It's still a proposal so feel free to dive in to the discussion at the talk page and better still at #wikiversity-en. --CQ 03:01, 1 February 2007 (UTC)

 * Accounts, etc are discussed on the main proposal page. Feel free to lend your support! Historybuff 03:50, 1 February 2007 (UTC)


text:
Template:List of Filmmaking Software Reviews

Free Filmmaking Software

 * Bryce 5.5
 * Bryce 5.5 costs $70 if you buy the boxed set but it is now free if you can download it.  Over 130 Megs.    Your Instructor : Robert Elliott

 * Tux Paint [[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]]
 * A fun paint program for kids. It has the added advantage of using rubber stamps and creating matte paintings easily. Has the unique feature of doing rough storyboards with special storyboard artwork.  Also useful for learning about matte painting at Wikiversity Film School.

 * ArtRage2 Free [[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]]
 * A simple and fun artistic painting program. Feels very natural. Extremely useful.  If you need any kind of digital painting with traditional artist materials, this is your first choice.  This is the free version which is fully working but more limited than the full version which is also very inexpensive.

 * FrameForge 3D Studio Demo [[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]]
 * This is the most educational program for filmmakers. A simulation of a movie camera and a movie set with digital actors.  Teaches you all about lenses and image composition for motion pictures.  The demo version is almost fully working for 20 uses.  Highly recommended.  (So far, no one has downloaded this.  Is there a problem?)  20 uses.

 * VirtuosoWorks Notion Protégé demo [[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]]
 * An interesting program because if the extremely high quality orchestra sounds it produces. Requires you to know notation.  No manual!  (I ran out of time before I had completed the review of this program.)

 * DAZ Studio [[Image:Star*.svg|16px]][[Image:Star*.svg|16px]]
 * For posing and rendering Poser figures. At times, the human interface is stupidly awkward.  More like a beta version.  But a good way to learn about digital puppets. This program (or Poser 7 which is not free) will be required for the 3D animation course to be offered next winter.  Also an useful alternative for doing 3D storyboards using Poser figures.

 * GIMP [[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]]
 * A paint program comparible to Adobe Photoshop. Surprisingly mature program but not to the level of Photoshop.  Requires X-11.  If you do not have Adobe Photoshop 4 or later, this program is absolutely necessary for some of the classes at Wikiversity Film School.

 * Inkscape [[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]]
 * A illustration program. Surprisingly mature program.  Requires X-11.  If you do not have Illustrator or Freehand, this program is useful.  Only the text features are weak.

 * Audacity [[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]]
 * Useful utility for working with audio and converting audio to OGG files.

 * Google SketchUp 6[[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]]
 * Very interesing. Very challenging.  For anyone who wants to sketch in 3D. To be revieweg.  This is the free version of the new Pro version of Google SketchUp.

 * CinePaint [[Image:Star*.svg|16px]]
 * This is a paint program which works with motion pictures. Used in film studios but still too awkward for use at Wikiversity Film School.  Look at GIMP instead.

 * Finale NotePad [[Image:Star*.svg|16px]]
 * So far, I have not find a use for this program.

Commercial Filmmaking Software

 * Macintosh OS X [[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]] + 1/2
 * Replaces the old Macintosh. A ten fold improvement.

 * Apple's GarageBand [[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]]
 * GarageBand is free with all new Macintosh computers. Otherwise, it is sold in the bundle called iLife.  Very basic, mostly simple, extremely useful for filmmakers who need to create film scores.  Needs orchestra sounds (such as Jam Pack:Symphony Orchestra.)

 * Jam Pack: Symphony Orchestra [[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]]
 * While GarageBand is free, you still need this to get orchestra sounds for film scoring.

 * MOTU Symphonic Instrument
 * An alternative to Jam Pack: Symphony Orchestra. To be reviewed shortly someday.

 * Poser 7
 * To be reviewed shortly someday. Boxed version not available yet.

 * Adobe InDesign 4 (CS2) [[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]][[Image:Star*.svg|16px]]
 * This is a replacement for PageMaker and Freehand. Surprisingly useful.  Some limitations.  Free 30 test.

Digitized Film Dailies ready for editing

 * "Follow Dave?" Editing Workshop CD
 * Required for the first editing lesson at Wikiversity Film School. This is not free but you can pay for this with the points you earn at Wikiversity Film School.

 * "24 Unedited Scenes"
 * Required for the second editing lesson at Wikiversity Film School. This is not free but you can pay for this with the points you earn at Wikiversity Film School.

 * "Hearing Voices" Editing Workshop DVD-Video and
 * "Fireworks Display" Editing Workshop DVD-Video
 * Required for the third editing lesson at Wikiversity Film School. These disks are not free but you can pay for them with the points you earn at Wikiversity Film School. To be reviewed shortly. Note: Currently, these disks are the only digitized unedited scenes ready for practicing dialog editing.

Software review blank page


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CisLunarFreighter/Personal game data

Object Responsibility
Store the player's current ship, mission, etc. status along with score, cash, other status to allow a player to store and load their game's instantaneous state. Some compromise will be necessary with the MUD or multiplayer considerations.

Collaborators

 * Game Controller
 * Ship
 * Main Menu

title: CisLunarFreighter/Personal game data


text:
Template:Index of core filmmaking courses

Courses in Narrative Film Production

Filmmaking

 * Course #01 - A beginning course in pre-production.
 * How to make a short motion picture. Begin learning filmmaking by formatting the script using the free demo version of Final Draft or CeltX. Your instructor is Robert Elliott.

.

Film Scoring

 * Course #02 - Film scoring for filmmakers (non-musicians)
 * Film scoring introduction for filmmakers - Lessons for filmmakers who are not musicians yet want to learn to make music for motion pictures. This class shows you that music is used to create the proper mood in a motion pictures.  Therefore, simple musical sound effects is often all you need.  And with programs like GarageBand with Jam Pack:Symphony Orchestra, this is easy.  Your instructor is Robert Elliott.

.

Script Writing

 * Course #03 - Filmmaking for high school drama departments
 * Creating a short motion picture by a high school drama department - When finished, this course will take you through all the steps of filming a short motion picture by a high school drama department for worldwide distribution. For now, we just discuss script writing. Your instructor is Robert Elliott.

.

Film Editing - Motion picture style

 * Course #04 - Hands-on editing of feature films and television dramas
 * The fundamentals of narrative film editing - Of all the post production skills, film editing is the most important. The best place to start is learning how to edit dramatic scenes from motion pictures and television dramas.  Your instructor is  Robert Elliott.

.

The Storyboard Artwork Project

 * The Storyboard Artwork Project creates artwork for storyboarding
 * The Storyboard Artwork Project creates artwork for Tux Paint so that kids can quickly and easily create storyboards. If you use Poser or DAZ Studio, you can help. We also need artists who like to draw human figures. The co-ordinator for this project is  Robert Elliott.

.


text:
CisLunarFreighter/Terran spaceport

Terran Spaceport

Responsibilities
Generate cargo, loads and missions and provide an interesting background and graphics for each action/reaction/menu taken to plan and load the ship for its selected mission.

Collaborators

 * Mission/Cargo Generator
 * Background graphics
 * Foreground graphics
 * Click and drag graphics
 * Cargo Distribution Planner
 * Cargo Loading
 * Click and drag, perhaps interactive cargo distribution planner, maybe redundant with dist planner.

 * Request Launch Clearance Button
 * Transitions to and activates Lunar Lander style takeoff landing mini game from either overview or cockpit view.

Menu:
 * Ship Designer
 * Tailor ship within means and physical possibilities.

 * Cargo Load Mission Generator
 * Click to list of available missions, loads, Selection takes back to spaceport dock.

 * Feuling
 * Connect all feul and oxygen lines correctly and achieve adequate mass and pressure within range.

 * Loading
 * Click and drag pallets and crates to spacecraft via crane/loader as or after they are delivered to dock staging area.

 * Takeoff
 * Transition to Lunar Lander Style sub game to orbit.

title: CisLunarFreighter/Terran spaceport


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CisLunarFreighter/Spacecraft freight load planner

Spacecraft Freight Load Planner

Responsibilities
Help the player devise a load plan that keeps the spacecraft balanced within the control authority of its designed thrust configuration. 3D grid of spacecraft thrust configuration and cargo spaces. Vector graphics and equations which update in realtime as the load plan is generated. Animations demonstrating simplified control equations so the player understands what they are doing. Advanced levels of play might allow flying poor designs after interesting effects are derived from the math and designed into the lander and asteroids subgames.

Collaborators

 * Standard mission Set
 * MUD, other player/AI deliveries and requests
 * Ship
 * Spaceport


text:
CisLunarFreighter/Takeoff and lander screens

Takeoff or Lander Screen

Responsibility
Control the game universe near a landing site.

Collaborators

 * Set of background features
 * planetary surface, bases, other ships, flight controllers, meteor showers, defensive cannons, etc.

 * Ship
 * collision detection, weapons fire, etc.


text:
CisLunarFreighter/User keyboard interface controller

User Keyboard Interface Controller

Responsibilities
Process keystrokes and pass commands to appropriate object. Ultimately should be configuration by user with a good default configuration for starters.

Collaborators

 * Menus

 * Ship
 * Thrusters, Weapons, Cargo Ejections, Dump Feul,

 * On Screen Cursor
 * position and click for no mouse operation

 * View Controller
 * Multiple views should be keyboard selectable

 * IRC Component
 * Ability to communicate with other players while accomplishing aforementioned tasks


text:
User talk:Pnguyen

No longer active
I am now using a unified account, called Paulmnguyen. Please find me there.

Category Change
I noticed that your old user account, Pnguyen, was appearing on the Category: Networking collection. I looked to contact you directly, but noticed that this was on an account you are no longer using. So, I took the instruction to "Be Bold!" and corrected it for you. It now lists Topic: Networking rather than Category: Networking. I hope you don't mind.

CuriousOne (talk) 13:54, 28 October 2012 (UTC)

title: User talk:Pnguyen


text:
User talk:Vgckumar

war
one possible answer.....see War Seminar. --JWSchmidt 14:47, 30 January 2007 (UTC)

title: User talk:Vgckumar


text:
Talk:Artificial Intelligence and Robotics Laboratory

RB5X
Hi, I was wondering if my perpetually broken robot, RB5X, could be of any help to the people running this page? See this for more details. If someone could help me fix it, wikiversity could use it as a model testing platform for robotic tests.--Rayc 23:26, 30 January 2007 (UTC)

page won't load for me; not too much of a surprise since it's so old. Sounded neat though... 7yl4r 02:10, 14 November 2011 (UTC)

Hello
Hello, who now is engaged in it? SergeyJ 22:16, 25 April 2010 (UTC)

Hey! Looks like pretty much nobody... I'm wanting to get into editing here, and this is the subject of my current study and interest. Is anybody else around? If not I might just run with it. =P There is also these related pages that I'm looking at: Introduction to Robotics & Robotics I'd love to collab on this...7yl4r 02:10, 14 November 2011 (UTC)


text:
Talk:Decision Making

It looks like some content has moved in here. The small amount looks good. It would be cool to see some more :) Mundhenk 08:54, 6 March 2007 (UTC)

title: Talk:Decision Making


text:
Template:Lx

( [ edit]| || [ history]| [ links]| [ watch]| [ logs])

Usage
produces

This template is a metatemplate for the Template:Ln-family. This template should normally not be used on its own. Its purpose is to ensure that all ln-template looks the same.

title: Template:Lx


text: Template:AI navbar 0

title: Template:AI navbar 0


text:
Template talk:AI navbar 0

First in a series
This template is the first in a series related to Topic:Artificial Intelligence. Please see that learning project's home page and discuss further content development at Topic talk:Artificial Intelligence.

title: Template talk:AI navbar 0


text:
Logic gates/XOR

A XOR Gate (Exclusive OR) is a 2 input basic logic element. The truth table is given below. It returns a logic high state when only 1 input is high, else a low state.

Alternative Interpretation
An alternative interpretation is to view a XOR Gate as a controlled inverter. If 1 input is viewed as control input and 1 input as signal input, you can propagate the signal to the output if the control input is low. If the control input is high you will get the inverted signal at the output.

title: Logic gates/XOR


text:
Atomic Structure and Electromagnetic Radiation

The distributions of electrons among the orbitals of an atom is the atom's electronic structure or electron configuration. Basically, the distributions can be laid out in this fashion (read from the bottom up):

O O O O O 6d O O O O O O O 5f O 7s

O O O 6p O O O O O 5d O O O O O O O 4f O 6s

O O O 5p O O O O O 4d O 5s

O O O 4p O O O O O 3d O 4s

O O O 3p O 3s

O O O 2p O 2s

O 1s

The bottom energy level is 1--it has the lowest energy level. Each "O" represents an orbital. You can see that there is 1 orbital for a s subshell. There are 3 orbitals for a p subshell, 5 for a d, and 7 for a f. Each orbital can hold 2 electrons. Therefore, the s subshell can hold 2 electrons, the p can hold 6, the d 10, and the f 14. And thus, the first energy level can hold 2 electrons (1s -- 2), the second energy level can hold 8 electrons (2s2p -- 2 + 6), the third energy level can hold 18 electrons (3s3p3d -- 2 + 6 + 10), and the forth energy level can hold 32 (4s4p4d4f -- 2 + 6 + 10 + 14). In a neutral atom, the number of electrons equals the number of protons of the atom. When the electrons fill the orbitals, they occupy the lowest energy orbitals that are available. For example, hydrogen is atomic number 1 (has 1 proton). The one electron that it has occupies the lowest orbital, which is 1s. To write it's electron configuration, it would be 1s1. In an orbital diagram, it would simply be a circle with one up arrow in it, which represents the 1s orbital: H

Likewise, helium has 2 protons and its electron configuration would be 1s2. It's orbital diagram would by a circle with one up arrow and one down arrow. He

An the same with lithium (1s22s1) and beryllium (1s22s2) Li     Be

Now things get trickier with higher orbitals. For example, Boron has an electron configuration of 1s22s22p1 and the orbital diagram looks like this: B

Now one might think that carbon, with an electron configuration of 1s22s22p2 would have an orbital diagram of this: C

But that is incorrect. It acutally has one of this: C

The rule for doing this is that when electrons are placed in a set of orbitals of equal energy, they are spread out to give as few paired electrons as possible. For carbon, that means that the two p electrons are in separate orbitals. Using that rule, we can complete the orbital diagrams for the rest of the elements of the second period. N 1s22s22p3 O 1s22s22p4 F 1s22s22p5 Ne 1s22s22p6

The Periodic Table
The Periodic Table of the Elements is constructed and arranged so that similar chemical properties were arranged in vertical columns called groups. Because chemical properties are based on electronic structure (electron configurations) we can use the table to predict electron configurations for elements. The way that the table is structured also shows how to predict electron orbitals. On the left is a block of 2 columns, then on the right is a block of 6 columns. In the center is a block of 10 columns, and on the bottom there is a block of 14 columns. These numbers, 2, 6, 10, and 14, are the numbers of electrons that can occupy the s, p, d, and f subshells. Chemical properties of an elements are basically how different elements bond to each other to form compounds. The valence shell or the outer shell (the shell with the highest energy level) is the one mainly responsible for how an element reacts to form compounds. The core electrons are the rest of the electrons, and they are buried deep within the atom and usually do not play a role in chemical reactions. Elements with similar properties should have similar valence shell electron configurations. Going down one column of the periodic table, one can see that the valence shell electron configurations are similar. For example (valence shell in bold): Li 1s22s1 Na 1s22s22p63s1 K  1s22s22p63s23p64s1 Rb 1s22s22p63s23p63d104s24p64d105s1 Cs 1s22s22p63s23p63d104s24p64d105s25p66s1

During chemical reactions, elements like to gain or lose electrons in order to achieve the electron configuration of a noble gas. The noble gases are the elements that have filled their orbitals completely. They appear on the column on the far right side of the periodic table, and they include helium, neon, argon, krypton, xenon, and radon. The elements above like to lose their s1 electron. Because the noble gases have filled their orbitals, they are mostly inactive.

Simplifying Electron Configurations
Sometimes, electron configurations can get very long. To simplify writing them, the core electron configuration can be substituted with the symbol of the noble gas which has the same core configuration. For example, instead of writing K  1s22s22p63s23p64s1

you can write K  [Ar] 4s1

because argon has the same electron configuration as the core configuration.

Unexpected Electron Configurations
There are a few exceptions to the rule for writing electron configurations. They happen with the d subshell (the transition elements) and the f subshell (the inner transition elements). It is because the d subshell sometimes will overlap with the proceeding s subshell, and the f subshell sometimes will overlap with the proceeding s or d subshells. For example, chromium and copper have the following configurations: Cr [Ar] 3d54s1 Cu [Ar] 3d104s1

The corresponding diagrams are: Cr [Ar] Cu [Ar]

One would expect the s subshells to be filled and have 2 electrons instead of 1. But it is preferred to have the 3d subshell exactly half-filled or completely filled, and an s electron is borrowed to complete it.

The energies of atomic orbitals also describes their shapes. The shapes are uncertain, but predictions have been made by experimentation. Another difficult task is describing where an electron is. We can think of it as a wave, and describing its exact location is impossible for us to comprehend. Instead, we can think of it as the statistical probability of the electron being found at a particular place. An electron cloud is used for showing the probability of where an electron is using a dot-density diagram. The denser the dots are in the diagram, the more probability that an electron could be found there. For example, these are dot-density diagrams for the s and p orbitals (cross sections): s orbital p orbital Electron density relates to how much of an electron's charge is packed into a given volume. In dense places on the dot-diagram, there is a high concentration of electrical charge. An s orbital's shape is spherical, but the p orbital's shape is quite different. They have two lobes extending out into three dimensional space. Since there are 3 p orbitals per energy level, the lobes extend out along the x-axis (px orbital), the y-axis (py orbital), and the z-axis (pz orbital). px orbital py orbital pz orbital The d orbital's shapes are even more complex because there are 5 orbitals in a d subshell. Four of the five d orbitals (dxy, dxz, dyz, and dx^2-y^2) have four lobes extending out perpendicular to each other. The last one, dz2, has two lobes extending out along the z-axis with a torus (doughnut-shaped ring) around the center on the x-y plane. dxy orbital dxz orbital dyz orbital dx2-y2 orbital dz2 orbital The significance of these shapes will be discussed later in this topic.


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Wikiversity:Content development

The Wikiversity community is actively creating and developing learning resources. At Wikiversity, learning resources can be lessons, discussion groups, research projects and most types of learning activities and materials. Content development means collaborative editing of Wikiversity webpages to create, organize and develop learning resources for all age groups and all subject areas. This is a huge task, and in order to coordinate the many Wikiversity content development projects there are several namespaces devoted to content development, as described below.

Content development projects for specific academic subject areas are located in the Topic and School namespaces. Pages in the Topic and School namespaces are like "wikiprojects" at Wikipedia. Content development projects in the School namespace are for broad subject areas such a School:Medicine. Content development projects in the Topic namespace are for development of learning resources for a narrowly defined topic such as Topic:Cell Biology. Each School page functions to help organize and coordinate the many Topic pages that are related to a broad subject area. Pages in the project namespace (pages with names that start with "Wikiversity:") are concerned with content development for the entire Wikiversity project, not any one subject area.

Wikiversity has adopted a learn by doing approach to online learning. Learning projects are a key element of Wikiversity content. Wikiversity learning projects provide learning activities that go beyond simply reading wiki pages. Wikiversity also hosts more static learning materials that can be downloaded from Wikiversity, but Wikiversity is not the place for encyclopedia articles or textbooks. Wikiversity participants are encouraged to help develop other kinds of learning materials that complement existing resources at Wikipedia and Wikibooks. This project page offers constructive ideas for how to develop Wikiversity learning resources.

Content development is a challenging endeavor. It requires a metacommunity mentality. Naming conventions and namespaces were established at the outset to help unify learning materials and the learning communities that form to develop and use them. It is actually a rather flexible and elegant system.

User pages
Do not forget to add some useful content to your user page. A wiki is a place for collaborative editing of webpages. Such collaborative editing is facilitated when participants get to know their collaborators. One approach is to list your interests and skills (see User:Teemu for one approach). Wikiversity is developing a set of templates that can be placed on user pages in order to link participants into networks according to interests and skills.

Discussion
Every Wikiversity content page has an associated "talk page" that can be reached by using the "discussion" tab at the top of the page. Make use of these discussion pages to help coordinate content development.

In addition to discussion pages for specific topics, there are broader community discussions such as those at the Colloquium.

You can also make use of live chat via internet relay chat (IRC). Many Wikiversity users also use Skype.

You can also introduce yourself at Learning goals.

Templates
Take a look at the page creation templates. You may want to use one of these templates to start a new page.

Where are the courses? Wikiversity does not have conventional courses. Wikiversity provides learning activities that can help learners reach their learning goals. See Courses.

Namespaces
If you are new user, you might wonder how the many learning resources at the Wikiversity website can be efficiently organized and found. Wikiversity uses namespaces to organize content. There are three important namespaces for helping people find Wikiversity content and create new learning resources. These are the "Portal", "School", and "Topic" namespaces. Wikiversity Portal pages have the same function as Wikipedia Portals: they provide easy access to the existing content pages (learning resources) of the website. Any large group of related pages about a topic of study can have its own Portal page that functions as a directory for those related pages. The life sciences portal is an example.

Although the main purpose of Portal pages is to provide links to existing learning resources, Portal pages also contain links to content development projects in their subject area. At Wikiversity the content development projects are called "schools" and "topics". For example, the life sciences portal links to the school of medicine. Wikiversity Schools are content development projects for a broad subject area. They function as directories of many more narrowly focused content development projects in their subject area. Narrowly focused content development projects exist on pages in the "Topic" namespace. "Topics:" can be thought of as divisions and departments, similar to what might be found in a university. For example, within the School of Computer Science, there is Topic:Java, which functions to create, organize, and develop learning resources specifically for the Java programming language. Topics are not used for courses, lessons, or research projects; all actual learning resources go in the main namespace, i.e. on pages that have page names with no prefix. In the future, there will most likely be a school for every major subject area studied at traditional "brick and mortar" educational institutions. Wikiversity also welcomes other types of content development projects in the "School:" namespace that might not correspond to traditional academic subject areas. Be creative!

Categories
Wikiversity pages with related content should be associated with each other both by hypertext links and by placing related pages in the same category. Place each Wikiversity page in at least one category. See: Help:Category. At Wikiversity there is at least one Portal page for every learning resource. Every Wikiversity learning resource should be linked to from a Portal page. Use categories to find related Portal pages for each main namespace page and content development project.

Searching Wikipedia to avoid reinventing the wheel
Much of the initial key work for this site SHOULD involve STRUCTURING the already existing Wikipedia entries in a given subject area. This will help avoid thin content and frequent reinventing of the wheel.

A really good place to start for a course or a book is to look at a LARGE collection of existing Wikipedia pages. Allow people to modify and comment on WHAT pages should be in each collection, and how each collection should be defined.

Sources of Courses
One would want to gather subjects into groups or trees of wikipedia pages. What the University subject pages should be are ways of STRUCTURING and LINKING this already existing set of pages, and also ways of providing some guidelines as to what constitutes "a course-worth of knowledge", or a "chapter" or a "lecture".

Another source would be to appeal to existing University faculty (particularly adjuncts - who teach a large percentage of courses at many universities) to put their own lecture notes or slides on the wikiversity site.

What is involved in creating a course ?
Creating a course is alot of work. It should be done with attribution. Eg. Prof. X's course in Y. Other course creators could cut, paste, mix, match and modify other folks pre-existing courses - (although they should link to it).

One might think of a course as a PATH through a given set of information. One has a collection of topics in the course, and connections between them, and an overview. It is also a finite amount (a semester's worth) of content.

How do courses differ from books in these wikiprojects ?
This is a discussion.

Offhand, it seems to me that courses have exercises or assigned sequences of tasks, they also tend to have tests or projects, and some mechanism for evaluation of the level of knowledge that you achieved (versus SOME standard). They also tend to occur in FINITE groups of people and in FINITE time periods.

This is important because students communicate with each other and learn from each other during a course. This suggests for example that one might have Prof. X's course in Y - in Fall 2007 that might have a specific group of people who are following it at that time. (The group and emphasis may be different next time Prof. X (or Group X) offers course Y when it is done at a different time and with different people). Textbooks on the other hand are more uniform, and isolated.

WikiBooks, WikiLectures and WikiCourses : Where to start ?
A really good set of WikiTexts would be a very good way to start the wikiversity. Perhaps this should be done first ? Alternatively, maybe each WikiCourse should aim at creating say 20-30 1 hour LECTURES. Organizing courses by LECTURES may be a good way to start. Eg. Have WIKILECTURES. (These could even be recorded or videotaped). LECTURES could then be linked and unified into COURSES.

It's depressing to go to a "course" and see less content than on an average well developed wikipedia entry. It's much more tractable to think of creating one or a few REALLY GOOD LECTURES at a time than an entire course (unless you've already been teaching one). Also, folks may want to link a given GOOD LECTURE into several possible related courses. So a course could be a collection of GOOD LECTURES.

Slides → Lectures → Courses → Departments
In terms of lectures, one could consider the idea of overheads and/or slides. The rule of thumb is - at least - one minute per overhead/slide. Another rule of thumb (that will avoid dumping too much data on one slide) is that the SMALLEST font used should be 16 point font. (The purpose of this is to avoid tons of details on an overhead). (Alternatively, one can consider that each overhead/slide should have no more than 7+/-2 points, and (usually 3 to 5)). Aim for say 30 or so "slides" in a given LECTURE.

Note : since the "Lecture" is read (unless video or audio recordings are allowed), then each "SLIDE" should have a seperate page of "COMMENTS and DISCUSSION" points that flesh it out. Eg. the "SLIDE" is what is shown or put on the blackboard/whiteboard/overhead, the comments are what the "lecturer" "says".

Class discussion
Ideally, one would also have a "class discussion" page - where ONLY FOR SAY 1 week - a small group of people who are following the course can exchange discussion on that week's "LECTURE" in the course (folks taking it on another week can start a new page). Otherwise you have the discussion board problem where there are 1000 messages from 100s of people who one never really gets to know, and many of the messages are very old or off topic. A nice and important feature of a class is that one has a small number of "Classmates" who share the experience. This would be tough to incorporate. Any thoughts ?

When you are finished
When you are finished creating resources pages, please identify them by using the marking system at Help:Resources by completion status. By using this system, your pages will automatically be cataloged and identified as partially complete, ready for testing, and fully complete, etc.

When you have a completed lesson or course which is ready for students, you should list your courses at Completed courses which is currently being maintained by Robert Elliott.

Good Luck !
Anyway, Best of luck on this project. It's a wonderful idea, but it's going to be a very difficult challenge. 129.78.64.100 14:04, 21 February 2007 (UTC) G. Holt

Focus
One strategy for developing content on Wikiversity is to focus a "taskforce" on a set of objectives. These can be organized from the Wikiversity: (project) namespace for maintaining Wikiversity itself. A few examples:

 * Categories
 * Templates
 * Introduction Overhaul Taskforce

Another strategy is to focus your own efforts on a very narrow subject which you have a large amount of interest in. You can also join a collaborative effort focused on specific Learning resources in the main namespace. A few examples:

 * Web Design - Expanded and adapted collaboratively from a Wikibooks project. Learn more about the web design learning project.
 * Filmmaking - Extensively developed mostly by an individual, Robert Elliott. Mr. Elliott has crafted a unique look and feel for the project using templates and advanced editing techniques.
 * Hitler's Germany - longterm Collaboration also imported from Wikibooks as a project of the Department of European History in the School of History

You may join a School, Division or Department which help to focus on a field or discipline. See the Top100 list for more popular examples of Wikiversity content and content development groups.

title: Wikiversity:Content development


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Wikiversity talk:Content development

About
About links to every single page. It's in the center of the bottom line.

Acknowledgement of the source at the lower right-hand corner might shift the focus toward MediaWiki. A quick glance at the lower left-hand corner shows the reason we look for results. Sensitivity to the other two members of the bottom line could increase the potential of the object at the upper left-hand corner. In every instance it's up to the person represented in the upper right-hand corner to control content development at this project. Follow me? CQ 11:32, 30 January 2007 (UTC)

something like |Wikipedia:Large language models| for this wiki?
Does or will this wiki have policy/guidelines covering these sorts of ideas: w:Wikipedia:Large language models ? Does the same Large language models effectively apply here? Is it good enough? either way, bless up. Michael Ten (discuss • contribs) 03:04, 29 May 2023 (UTC)

title: Wikiversity talk:Content development


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Dirac Delta Function

Definition
The Dirac function $$\delta(t)$$ is a "signal" with unit energy that is concentrated around $$t = 0$$

 * $$\delta(x) = \begin{cases} \infty, & x = 0 \\ 0, & x \ne 0 \end{cases}$$

Alternative definition

 * $$\delta(t) = \lim_{\sigma \to 0} \frac{1}{\sigma \sqrt(2\pi)}\exp(-\frac{t^2}{2\sigma^2})$$

This is a gaussian distribution with spread 0.

Energy

 * $$E = \int^{\infty}_{-\infty}\delta(t)^2 dt = \infty$$

NB: $$\delta(t)^2 $$ has no mathematical meaning, as $$\delta(t) $$ isn't an ordinary function but a distribution. The special nature of $$\delta(t) $$ appears clearly e.g. when you try to square the same Gaussian distribution above and try to compute the same limit of the integral in $$ -\infty, \infty $$. The result will be quite surprising: it is $$\infty$$!

Convolution

 * $$y(t) * \delta(t) = \int^{\infty}_{-\infty} y(\tau)\delta(t - \tau) d\tau = y(t)$$

Kronecker Delta Function
The Kronecker delta function is the discrete analog of the Dirac function. It has Energy 1 and only a contribution at $$k = 0$$

 * $$\delta(k) = \begin{cases} 1, & k = 0 \\ 0, & k \ne 0 \end{cases}$$

Energy

 * $$E = \sum^{\infty}_{k = -\infty} \delta(k) ^2 = 1$$

Convolution

 * $$y(k) * \delta(k) = \sum^{\infty}_{m = -\infty} y(k)\delta(k - m) = y(k)$$

title: Dirac Delta Function


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Afrikaans/Greetings

Hallo (hah-low) - Hello Goeiedag (gwee-uh-dach) - Good day Goeiemiddag (gwee-uh-muh-dach) - Good afternoon Goeienaand (gwee-uh-naand) - Good evening Hoe gaan dit? (hoo gahn duht) - How are you? Goed, en met jou? (goot ehn meht yoe) - Fine, and you? Goed dankie (goot dung-key) - Fine thanks. My naam is ... (may nahm uhs ...) - My name is ... Asseblief (ah-suh-bleef) - Please Dankie (dung-key) - Thank you

title: Afrikaans/Greetings


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Afrikaans/Tenses

Tense is generally determined by context but as a basic rule past tense is indicated by adding "het ge-" and the future tense is indicated by adding "sal". Verbs are not otherwise changed. Ek loop. - I am walking. Ek het geloop. - I have walked. Ek sal loop. - I shall walk. Die hond eet sy kos. - The dog eats its food. Die hond het sy kos geëet. - The dog ate its food. Die hond sal sy kos eet. - The dog will eat its food. Present tense: SUBJECT + VERB + OBJECT Past tense: SUBJECT + het + OBJECT + ge-VERB Future tense: SUBJECT + sal + OBJECT + VERB Is

title: Afrikaans/Tenses


text: User talk:Guytorfs

title: User talk:Guytorfs


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Template:I

 * This is similar to, which defaults to five spaces but this version defaults to three spaces when given no perameter as that proved most useful within tables when indenting in a maze of pipes and parentheses and such clutter.

title: Template:I


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Template:Indent family usage

This 'Indent_family_usage' template documentation is transcluded for all Indent family usage tagged templates [ [ edit] ].

 * Ver: C-- (Mn) fx interwiki link, delete extra /noinclude at bottom -- Fra nkB 13:04, 9 February 2007 (UTC)
 * Ver: B-- nesting fix Fra nkB 09:31, 9 February 2007 (UTC)
 * Ver: A-- V=4 call revision, Fra nkB 05:19, 3 February 2007 (UTC)

 * This template is called as usage notes by the entire family of templates using Indent logic: It also auto-categories them and tags all the same with the same interwikitmp-grp template and categories.

 * Split out of Indent at this date and time. // Fra nkB 20:12, 2 January 2007 (UTC)

Usage

 * This is common usage: located in Indent family usage for the small family of typing-aid and formatting templates calling . For the specific differences and behaviors, see the entry for this '' template below.

   ,       takes a numeric argument 'nn' after the pipe and provides that many ('nn') consecutive spaces like  (or 'S' and 'SP'). Indent differs from space only in that it automatically begins a wrapped-newline, then spaces over 'nn' spaces, whereas space spaces over 'nn' in the same (current) line. Consequently, this template can not be used inline to create alignment between adjacent text lines, or to space out titles, etc. Use space for such needs. However, the wrapped-newline generated is not the same as an HTML  (or hard return) newline, but instead one which returns left to the margin of 'whatever indentation level' is in effect in expansion of the text block built using wiki markup language set by the familiar control characters ':', '*', or '#', and their legal combinations, like ':*', '**', ':#' and etc.
 * Within wikimarkup, a 'wrapped-newline' means it will indent to align with line beginning formatting commands such as  ':#', ':::::', '::**' etcetera. As any second argument (perameter) to 'indent' will produce a second double wrapped newline, this gives the capacity for adding vertical whitespace to paragraph organized test stream even when deeply indented by successive numberized (or not) sub-paragraphs. This feature has earned itself it's own hardcoded template i2/I2 with a conveniently shorter name.

 * A feature of note in this family is that text formatting commands like bold or italic text carry over past the application of the template through and past the so called 'wrapped newline'. Hence these (related) templates have many uses in block quotes. Wiki-markup would require each paragraph displayed to individually be text effect formatted. Judicious use of these can save a lot of time and effort. Note the clarity and vertical separation of the numberized list following in related family members.

 * The actual number of resulting 'displayed' spaces in these templates or those depending upon Space is highly browser and font selection dependent, due to the way it treats a given text line and tries to compact whitespace, uses partial width characters in the font, etcetera. In general, lining things of unequal length up in a column gives a near miss to the ideal, being a somewhat wavy column differing by partial spaces given the letters in a font. It is however just a near miss, and quite useful.

Related family members

 * Most of these call directly, :and using  'directly' itself is rare as 'I', 'I0', 'I2', 'I5' is much shorter and more compact. (Which attribute is certainly desirable in a typing aide.)
 * 1) ' -- calls indent with a default of three spaces, or passes on an argument if other padding is desirable whist remaining more compact inside a block of text. This line begins with an I call. Note the indented nature and truncation of the line preceding. In sum, I terminates the sentence immediately preceeding, and starts a newline with an indented first line. Subsequent wrapped lines, wrap to whatever wiki markup paragraph control characters is in effect on the text block. This makes it versitile and useful for signed posts and involved discussions on wiki talk pages. (Also Very useful in tables where edit-jumble is a factor, or on talks to create indented paragraph beginings inside a wiki indented ':', '::', '::*', or a '#' prefixed line).Can also be given a second perameter such as ' in which case, acts identical to  below... both these examples causing a fifteen space indentation.
 * 2)  -- that's eye-zero, not (the two letters) eye-Oh -- Spaces down one line like 'i' preventing additional wrapping, but lining up with whatever inherited indentation comes from wiki markup control characters '*', ':', '#', etc. are operative. It's most frequently used to restore indentation to the 'normal indent' immediately following something doubly indented by '**' or '##' using the sequence construct: ": continuation text in the discussion"
 * 3)  -- performs a second linefeed similar to

in a line, but retains the inherited indent in a text block, and like I0, does not actually indent the first line unless given a second perameter. This creates vertical whitespace that was a common misnomer (commonly misnamed) 'double spaced' paragraphs in the days of typewriters before WYSIWIG and word processing. It make keeping presentations clear easy and painless.
 * 1)  -- Same as I, but using a default of five spaces extra indentation in and after single newline effect within wiki markup paragraphs indented flow.

Example calls

 * -- precedes the sentence begining: However, the newline generated... early in the text above.

 * I-- use is illustrated above immediately preceding the paragraphs beginning "{Very useful..." and "Consequently, this template...", as well as several other places which should be obvious as the lines are indented three spaces one line down.

 *    , , etc. ...space and indent are limited to adding 30 spaces.

title: Template:Indent family usage


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Template:Indent

 * This template originated on the —(home page)—and subsequently  ported to en.wp 21:27, 26 May 2006 (UTC).

title: Template:Indent


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User:Anthbel

let's introduce my self i'm a computer science student from Burkina Faso, a West African country.

title: User:Anthbel


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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:28, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:03, 19 April 2015 (UTC)

title: User talk:Annd~enwikiversity


text: User talk:Thet Maw Oo

title: User talk:Thet Maw Oo


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Filmmaking Basics/Thumbnail Storyboard/How to break down a scene

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" | [[Image:Crystal Clear app kfm home.png|50px]]Storyboarding - How to break down a scene.

 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Scene breakdown for storyboarding
You will break down a scene many times. Each time, you are looking for something in particular.

 * Example

For the prop breakdown, the prop person will read the script and write down all the props that are mentioned in the script. The prop person might also read the original story and make a list of optional props. This is all very straight forward.

Storyboard breakdown is not as easy.

 * Be sure to let me know what you are doing. You can email me by  Clicking Here. [[Image:Crystal Clear app xfmail.png|24px]]

 * style="width: 40%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" |

Begin now!

 * Pr
 * }

{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 60%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

The Next Page

 * Continue this lesson at What are thumbnail storyboards? [[Image:Crystal Clear action forward.png|24px]]

 * }


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History of Quebec and Canada/Study Guide/Topic 3: Jean Talon's Policies

what are were some of the major policies brought in by Intendant Jean Talon in order to increase population growth ?

Jean Talon was appointed Intendant of New France (1665-l672) by King Louis XIV. During this period, the population of the colony doubled from 3215 in 1666 to more than 7000 in 1672. New France's population increased through immigration and a high birth rate.

Immigration Policies Three types of immigrants settled in New France:

Les filles du roi about 900 orphan girls sent over by the King because of the shortage of women in the colony. In 1666, when the first census was taken, there was one woman for every sixteen men in the colony. Soldiers who came with the Carignan-Salières Regiment were offered free land after having completed their military service. Les engagés(hired workers) who agreed to come and work in New France for 3 years.

Between 1663 and 1670, about 2500 immigrants settled in New France. However, New France did not attract many immigrants because of the cold climate, fear of Iroquois attacks and a long, difficult trip from France. Furthermore, France was not interested in depopulating her own population in order to populate the colony. Consequently most of New France's population growth stemmed from a high birth rate.

What were some of the major initatives enacted by Intendant Jean Talon in order to increase population growth in New France ?

Birth Rate

To increase the birth rate in the colony Intendant Talon initiated a series of measures to encourage large families and rapid population growth.

If boys aged 21 or girls aged 17 were not married, their father was fined.

A native woman who married a Canadian received a dowry.

Families with 10 or more children received an annual allowance.

School was free for the 26th child in the family.

bachelors were fined and not allowed to take part in the fur trade

Result

In 1681, New France's population was 10,000. By l760, it had increased to 70,000.


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Talk:Web Design/Introductory algorithm challenges

Where do users post assignments?
I'm curious about how assignments are "graded" on Wikiversity. Where do assignments get posted? How are they graded (i.e. does everyone get to get a grade, and it is averaged, or...)? --James Tharpe 19:51, 30 January 2007 (UTC)
 * You have to be more specific. Wikiversity is experimenting with many types of learning activities for participants. What "assignments" are you interested in? --JWSchmidt 20:27, 30 January 2007 (UTC)
 * Any and all! :-) I've had a lot of experience with algorithms so I thought I might review the responses (if any) to the assignments on this page (Introductory algorithm challenges). I found no responses but, more importantly, I found no instructions for what to do with the assignment once it has been completed. Additionally, there are no instructions for what do to with completed assignments that are posted (e.g. grade them). Is there a guide for this?
 * --James Tharpe 15:32, 31 January 2007 (UTC)
 * As far as I know you are entering uncharted waters here. The only thing I have seen so far for evaluation of answers is short answer quizzes with hidden answers until someone clicks for the answer.   You might check with User:Robert_Elliott to see what has been working for his film related classes such as storyboarding and script writing. Mirwin 16:06, 31 January 2007 (UTC)
 * Post your answers here and someone might evaluate them?--Rayc 21:01, 30 January 2007 (UTC)

 * I'm just using these resources as part of a formal course - so, for example, I actually use these Intro Algorithm challenges as a classroom activity where we work in small groups. Posting the answers here would make it too easy to see before thinking yourself. I have tried using progressive hints in the past that are hidden until the user clicks to see the hint, but I can't find where I used them! I reckon progressive hints would be great for individuals. If there was some sort of "class" on wikiversity - I'd think an email group or even a separate wikiversity page for the class where they can organise and contribute their answers might be a goer? Michaelnelson 04:01, 1 February 2007 (UTC)
 * MichaelNelson, I put a subpage in with my algorythm at your first design challenge.  Feel free to delete it or move it to a page of student's responses; if you do not want your first time students stunting their growth by peeking instead of trying.  I am going to check the history file, someone did a great job putting these eight challenges together for new computer students.  Mirwin 12:17, 12 February 2007 (UTC)
 * Glad you like them Mirwin :) I was trying to fill a need as most intro to programming type tutorials say they are "for the absolute beginner", but the way they are structured only really makes sense to a programmer. Had a look at your answer! Will post some comments there :)