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Wikiversity:Proposed Hierarchical Structure

This page is mainly a proposal from User:Donek and an ensuing discussion with User:Mirwin, which took place in November 2007. --McCormack 10:21, 23 June 2008 (UTC)

My vision for the new hierarchical structure was inspired by the editing I performed on the School: Medicine page. It struck me soon after that I was able to restructure an important page without anyone telling me i couldn't. I have read a lot about vandalism in wikimedia and I feel this proposed structure can combat that a little better than the current structure.

Current Hierarchy
The current hierarchy consists of four different types of people

 * The Board of Trustees
 * Administrators
 * Editors - registered and non-registered
 * Non-editing visitors

I believe that this is the same structure as all wikimedia projects which makes it difficult for a proposal like this to get off the ground. However, I feel that, because this is a university site, the structure should evolve slightly, while still maintaining the overall philosophy of everyone teaching and learning together. I just feel that this is an improved structure that will allow for better control of material without adversely affecting the freedom of the editors.

Proposed Hierarchy
I propose a more differential system:

 * The Board of Trustees
 * Administrators
 * Professors
 * Editors
 * Students
 * Visitors

How do you propose to reliably establish the categories? We will need detailed criteria for the programmers attempting to configure the software to track and enforce your categories. I think you may find an http://www.advogato.org or http://www.robots.net style trust metric useful if you can resolve the seeding issues to the satisfaction of the learning communities and participants. After the top down authoritative seed selection (probably need to do this by fiat as we have no established trusted polling process) are we comfortable rating each other in a peer to peer fashion or must we resort to external credentialism? 71.161.21.39 13:35, 24 November 2007 (UTC)

 * 1) This question is difficult to answer due to the fact that I have not seen the current programs and, more importantly, I have a severe lack of programming experience. However, from what I do know (which is very little so please go easy on me), is it not possible to create two clones of the editor category, while at the same time creating a category for all "school:" and "topic:" pages so that they are only accessible by admins and profs? The student category would only be a formative category and they would enjoy the same freedoms as normal editors.

 * 1) This question is even more difficult to answer. I don't feel qualified to suggest that the peer to peer type rating system is completely ideal. Nor am I qualified to suggest it is not. However, is that not the current system when becoming an admin?

DónalMcK 14:06, 24 November 2007 (UTC)
 * There is already discussion of creating a new category of users at Review board. This would be the equivalent of your "professors".  The Jade Knight 10:13, 5 September 2008 (UTC)

The Board of Trustees
This intuitive group of wonderful individuals will have the deciding vote on whether or not this proposal is implemented. I hope they can give it due consideration.
 * False. Volunteers decide with their feet.  You should be aware the Board has some conflicts of interest and may be quite happy to watch our participant migrate to their business sites to put some money in their pockets. user:mirwin

I was not aware of this. Thank you for your input. DónalMcK 14:09, 24 November 2007 (UTC)

Administrators
The administrators will retain exactly the same privileges and roles as they currently enjoy. This proposal will have no merit without their valued support. However, they will have one extra responsibility. They will be responsible for appointing professors (see below).
 * Administrators are trusted by the community to do tasks such as delete useless pages. The kind of "power to promote" you are describing sounds like bureaucratship. In general, the community decides who should be promoted and then a bureaucrat pushes a button to make it happen.

Professors
Professors are a new group of editors, who will have no extra privileges than current editors but a few more responsibilities. They will not control the learning in any way, but will exert influence through guidance. They will structure the school and create learning projects, as well as formulate the lists of tasks to be done in the school. They will be responsible for the update of information.

 * To me this seems a bit silly. The upper level of the pyramid will be responsibly for tasklists and update the information.   The only way I can see this working is by default appointing everyone a profession, so they do their own work (assigned by the god king or self selected?) while the people in charge stay out of the way.  Personally, when I want someone to dictate my work assignments I will find a job where I get paid when finished with the assigned task.   I hang out at Wikiversity to have some fun learning things of use to me.  Since your busy guidance counselers will no doubt be too busy to discuss trivia with me how can they possibly "guide" me to materials satisfying my need to play simultaneously with my desire to learn things applicable to my own secret, private, personal projects? user:mirwin

Flase. It will be the profs in the middle of the pyramid who are responsible for task lists, a duty currently carried out by editors. There will be no delegations from profs to editors whatsoever. There will be a list of articles that have not yet been edited, but that those with considerable experience feel would be appropriate additions to the school. They may add them because of inexperience in the area for example. It allow editors to "window-shop" much like the current system. There will be no guidance counselling. There will be people available to resolve, upon request, academic issues in their field so the admins can get on with programming requests. You will still be able to satisfy you desired secret, private and personal projects at your leisure, whatever they may be DónalMcK 14:20, 24 November 2007 (UTC)
 * Interesting. Perhaps your distillation process could work if we had adequate information flow control but I do not think we do.  At this point brownian motion seems to me an adequate initialization process.  Self selecting volunteers tend to oscillate between comfort zones and personal interests, with adequate participation in spots the structure everone seems to need so badly emerges, sometimes in documented form sometime via external information chains.  Let me rephrase that.  As conversions grow large no one can see all the information.  Some people do not use IRC, some cannot wade through email timely, some stay in specific zones of Wikiversity unless they use Colloquium or Help Desk or personal network to get directed to other applicable communications channels.  I agree. I can play here productively under your proposal as we improve it further even if it is a temporary setback compared to my personal preferences. Mirwin 07:25, 25 November 2007 (UTC)

 * I personally dislike this version of "professor". I prefer what's being developed over at Review Board, and I see a tangible need for it.  The Jade Knight 10:13, 5 September 2008 (UTC)

Editors
Editors will remain exactly the same as they are now with one small and important difference. They will not be able to edit "school:"" or "topic:" pages. This is important because then only professors can influence the structure of the school and the learning outcomes of each department.

 * The above has some clear logic problems in both intent and probable outcome. I assure you that it is impossible to setup a learning process using today's technologies where learners cannot influence the actual structure and learning outcomes.  If you have a system that even approximates the above such as a gulag or reeducation site even if all visible outcomes are to your "professors" satisfaction there will be combat engineering going on in private thoughts not shared publicly.

I don't understand this. Please explain. DónalMcK 14:24, 24 November 2007 (UTC)
 * If somebody is put in charge of Lunar Boom Town with the authority to deny me the ability to change or influence the main organizing pages then I have several options. I can live with it and resent it in which case it is tempting to establish alternate links and inputs into the process via creative use of the web space technologies all around us thus subverting this unacknowledge authority.  I can attempt to fork an appropriate section of the project and recruit buddies and talent into the newly formed sovereign territory not ruled by the despised people who attempted to unlawfully excercise force against my freedom of action.  I can engage in reputation tarnishing or character assassination by use of sock puppetry to sway the valuable brain share that the newly appointed god king must be deposed.  Lots of permutations of grumpy behavior can arise when someone feels unfairly constrained.  Incidentally, I have established a "simulated vandal zone" at Lunar Boom Town to begin creatively thinking about some of these related issues and possible strategies.  Combat engineering at its finest is adequate preparation of the battleshprere such that the side we pick wins.  A working axiom for me is that in War a sucker punch is a fair defensive strategy.  When chaotically unstable juveniles and delinquents appear in our midst I think we should be ready for them so that our project is prosperous and beneficial to human civilization. In my view moral behavior is critical to safe design and operation of complex systems of systems and we must establish some adequate boundaries to provide beneficial learning.  Initial conditions we cannot control and external real world events are beyond our reach for the moment.  Later, after some success our reach will grow and the communities and self organizing teams with be able to assist each other with many issues of external origin.  Getting the synergy started is challenging but I think we are showing steady progress.  Mirwin 07:14, 25 November 2007 (UTC)

 * I think Mirwin has valid concerns. I also don't think this would be productive—anyone can be helpful in Wikiversity in any context.  The only real reason I can see a need to have "professors" (per my comment above) is simply to have a reliable opinion on a matter, to help keep things honest and reliable.  The Jade Knight 10:13, 5 September 2008 (UTC)

Students
These are new editors who haven't yet demonstrated proficiency in editing.

 * If the only thing Wikiversity is teaching is editing skills then I question the benefit of using the terms "professor" and "editor". Newcomers can be designated students and when they achieved whatever level of editing proficiency they desire with the Wikimedia editing interface they can graduate.  This would severely reduce the scope and usefulness of the Wikiversity. user:mirwin

Well-written, objective, informative and entertaining artiles can not be based on good editing alone, that much I agree with, but they are unattainable without it. This category is formative only. Maybe it could be a good way to describe unregistered editors. Please discuss DónalMcK 14:28, 24 November 2007 (UTC)
 * Not all team members need good editing skills if some wandering participants will occasionally lend a hand with editing.  Personally I gladly fix occasional typos or sentence fragment when I am trying to understand a trusted team members contribution if it gives me access to expertise and other skills which I do not have and do not wish to learn.  Much of the best expertise in the world in unavailalble to Wikiversity simply because many older people simply detest computers.   Indeed recently I have found myself resorting to paper sketching and scanning because I cannot find an open source sketch pad adequate to allow me to think about engineering issues while operating the damn clunky man machine interfaces.  If someone else wants access to my graphical ideas they will simply have to figure how to use the scanned images I can provide or convert them into personally useful formats.  Potentially that means a third person or even more people involved before my idea can move into the format others would find useful to easily modify.  If we get Lunar Boom Town going well we may need to find volunteer transcribers willing to input senior engineer's verbally recorded comments so they are accessible to others.  Not everyone can listen to a verbal brief critical analysis review or feedback in reference to a medium complex data item and accurately understand what an expert is trying to tell them. Mirwin 07:14, 25 November 2007 (UTC)

Promotions
The ladder can be climbed in a number of different ways, but all should require the creation of an adequate portfolio.
 * For my personal enlightenment can you provide specific examples of potential portfolio elements? Mirwin 08:17, 25 November 2007 (UTC)

Graduation
When a student shows proficiency in editing he/she can be nominated by any editor for promotion by the professors within the school.

 * Wikipedia hit critical mass by elevating everyone almost automatically to admin status and then removing the privelege from people who could not learn to effectively exercise their vast powers responsibly with a minimal modicrum of courtesy or at least not outright hostility to other users.  Perhaps we should copy this successful mechanism to grow our participation a bit before levying constraints on participants. Mirwin 13:44, 24 November 2007 (UTC)

That is a well thought out, structured arguement. However, you assume that I am proposing implementation tomorrow :) DónalMcK 14:30, 24 November 2007 (UTC)
 * More like hoping. :) You are tackling tough questions here that we have been grappling with for a while with tiny incremental progress. As a freedom loving inclusionist I was hoping you had some detailed proven solutions to advance our projects dramatically in gigantic steps for all mankind.  However, provoking thought is progress.  Clearly the more effective thought we manage to apply the sooner we will have the effective innovations and capability expansion we all desire in pursuit of our mission statements and goals. Mirwin 07:34, 25 November 2007 (UTC)

Fellowship
When an editor displays extensive proficiency in editing he/she can apply for the position of professor within the school. The decision should be unanimous among the professors and the final decision should be given to an administrator. The administrators should appoint one professor to each school at the beginning via an application process and subsequent appointments should be made following the above process.

 * If this system were implemented I guess lazy project engineers could always establish a club or lab or something where guiding lights were excluded if they started reducing local productivity or playful atmosphere.  Allowing a bit of unsupervised creativity pursuing our own goals rather than the systems of systems of bosses and micro god kings you are proposing.  I think you might want to check out Jimbo and Angela and et. al. of the Wikimedia Foundation trustees Wikia.com commercial web site.   Effectively we might have this capability already.   Anyone who wants to be a department manager can setup a wiki there and control who can edit.   www.xwiki.com also provides this capability for free but I think their business model is free space for advertising of capabilities.   They may not be able to handle the volume if your experiment is successful. Mirwin 13:51, 24 November 2007 (UTC)

Those issues are outside my remit. This is a proposal to induce rational debate DónalMcK 14:36, 24 November 2007 (UTC)
 * I think it is working. I must admit that I do not clearly understand what you are proposing because my exposure to university organization and management is strictly limited to undergrad participation.  Should your small groups of professors will share interests and compatible working customs or fission into fragments more compatible I think this might be very excellent.  I have been exploring ways to assemble venture teams that essentially are virtual distributed research, development, and exploitation (I use this in the actual definition sense of maximum productivity and benefits distributed fairly, not abusive criminal behavior as some pretend the term means) opportunities.   I have put nothing on this site regarding this more venture capitalist approach because the no original work culture inherited from early Wikipedia has provided no starting point for protecting and sharing common work other than to donate it to the public.  My alma mater, Oregon State University, appear to have become a powerhouse of entrepreneurial innovation dragging Oregon out of the tree age into the future of distributed sustainable manufacturing.  When the time comes to experiment here I am confident some expertise and effort will be forthcoming.  Meanwhile I am happy you are working improve our professor/student/custodial processes.  Mirwin 07:47, 25 November 2007 (UTC)

Benefits
As the wikiversity community inevitably expands and diversifies, I feel it essential to remove the ability for new users to freely edit important pages that set out the aims and objectives of experienced, knowledgable and dedicated volunteers. This new system is not designed for elitism, but for influential guidance to both teachers and students alike. It also provides for a more systematic approach to providing knowledge and skills to those who wish to receive it.

 * I think you should be proposing to add capability by installing a parallel inverted structure for those who want it rather than deleting the existing creative chaos completely. It is not now and never has been the intent of Wikiversity to inhibit organized, structure, disciplined, systematic study of specific tasks or topics.

What, you mean a user-defined structure? How would that work? DónalMcK 14:38, 24 November 2007 (UTC)

 * Ideally a person could answer some queries and set some initialization information and the site would begin to adaptively help them into appropriate zones or projects. Before this can be programmed it must/can be prototyped via manual routing methods.   Parachute a thousand novices into an educational playground.  Watch the patterns.  Where do conflict or stress seem to pile up? Why? How to alleviate?  Saturate the playground or prison yard with adequate security to minimize damage while fix problems.  As problems fade and grow reallocate resources appropriately.  Except here at Wikiversity by nature of the medium we are all watching each other play with each and all others and trying to figure out how to attract sufficient attention to get the information tracks initialized and improving to be more attractive and obvious to newcomers.   Each newcomer changes the entire cutural matrix and the perturbations must propagate and fade out.   As we get better our attractiveness and capacity grows into exponential trends.  Important to remember we really are a pure peer to peer function.  Any adequately functioning adult knows that Jimbo Wales, Founder, Corrupt Chairman of the Stacked Board Emeritas is not really a god king.   All the process data is available to a fork to attempt improvements elsewhere.   The ensemble is attracting serious intellectual capital in an attempt to exploit the technologies potential for everybody's long term benefit.  As a set of interlocking boundaries or spam filters and interconnecting point to point communications we seem to have a self adapting information continuum driven by massive participation.  System drifts according the total behavior of all participants.  If we demand elections we get them.  If we enforce data citatation rules by edit war or arbcom mediation we start to see verifiable information accumulating.   Each subgroup potentially sets an ever changing social contract all the way down to one person per page and all the way up to 100 percent consensus.  Just depends on where we wish to go at this moment under the influence of asynchrous weighted peer feedback.  Mirwin 08:10, 25 November 2007 (UTC)

Petition For
If you support this proposal in essence, please show your approval by signing here:

 * Mirwin 13:57, 24 November 2007 (UTC) I endorse this expansion of our existing capability.  Tough problems sorting out implementation but very useful in future to help parents and guardians responsibly manage juvenile participation at Wikiversity.

Petition Against
If you entirely disapprove of this proposal and all its philosophies, sign here:

 * Mirwin 14:00, 24 November 2007 (UTC) I entirely oppose throwing away what we have already accomplished to start an entirely new set of experiments just as the place seems to be getting a little interesting and possibly close to effective initiative of some actual study groups. Adding user selectable and manageable control tools is acceptable to me as long as they are used by and for users benefits rather than to accrue meaningless power over other random users.

Questions
If you are undecided about this proposal and require more information about it, please post your questions here and I shall answer them in bold:

 * Do you have specific volunteers already available to serve in positions of authority? If so, I would like to know who they are.  Thanks! Mirwin 14:02, 24 November 2007 (UTC)

No

 * Do you have specific appeal, adjudication, arbitration, negotiation methods, procedures, and/processes in mind when disagreement arises between prof-prof, and all other binary permutations or your authority level set? Mirwin 14:04, 24 November 2007 (UTC)

prof-prof disputes can be resolved by admins, as is the current system. Nothing on the rest as of yet. But, hopefully someone can come in with some constructive comments about it. Thank you :) DónalMcK 14:41, 24 November 2007 (UTC)

 * Nice. I missed originally that you essentially have the profs self selecting each other for ability to get along and then if an external viewpoint is needed to help facilitate discussion or decision making then they have an preassigned facilitor available. Mirwin 08:14, 25 November 2007 (UTC)


text:
Portal talk:Community medicine

Hi, my name is Dr Nick Henwood, I work part time as a GP in Leicester, UK, and part time for Community Health Global Network chgn website.

I'd like to get into discussion with the individual / team that are interested in the Community Medicine Dept of Medical School in Wikiversity.

At CHGN we are passionate about 3 elements:

a) Health needs in the resource-poor world. b) Community-based health care (Community people can take the lead) c) Faith-based approaches to health care (1) we take an holistic view - people are body, mind and spirit, 2) we are convinced that faith communities can take a role in promoting good health in their own communities and can serve the health needs of their neighbours (from whatever faith group))

We aim to be a forum where health practitioners from the resource-poor world can share ideas about good practice with one another.

Although the founders of CHGN come from a Christian background, we welcome participation from anyone.

The Level of much of our material (see our web site) is aimed at middle and coal-face level health workers - generally people without a medical degree.

What do you think? Might there be a synergy between CHGN and the Dept of Community Medicine? Could CHGN help to present topics for community level (non qualified) and paramedic / nurse level health workers? There could be a spectrum of course levels...

1) Non qualified (community level volunteers / family level) 2) 1-3 years trained health workers / nurse / paramedic level health workers 3) Undergrad medics 4) Post grad

I'd be pleased to hear some feedback - and especially to begin to dialogue with the lead players in Community Health / Medical School

--Nickdh 17:54, 23 November 2007 (UTC)

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

title: Portal talk:Community medicine


text:
History of Architecture

Introduction
History of architecture is a vast subject, but is an indispensable and invaluable key to understand architecture. Architecture has always been very close to civilization's development. In fact, we can see architecture as a mirror, reflecting civilizations changes, advancements and hopes throughout history. The same applies to other forms of art and culture, but architecture, since it is not only a form of art but also catering to fundamental human needs, can sometimes be a deeper portrait of what happened in a certain place at a certain time.

By studying history of architecture, we not only study history of civilizations, but, since architecture is a coherent chain of events, styles, tendencies, beliefs and techniques, we also gain a direct understanding of how and why architecture is made today, and clues to how architecture can be tomorrow.

Ancient architecture
This section covers the time period ranging from earliest forms of civilization to the beginning of the classical period. Forms of architecture presented here sometimes spanned over very large periods of time, and took place in very different points of the globe. We can see these early periods as bases on which the subsequent periods will be built.

 * Prehistoric architecture starts from the neolithic period
 * Babylonian architecture
 * Mesopotamian architecture
 * Etruscan architecture is the premises of what will become roman architecture
 * Egyptian architecture, which can be described as the mother of architecture, began around year 3000 BC, with the first pharaonic dynasties, and dies when Egypt gets conquered by Rome around year 300 BC

Precolombian architecture

 * Inca architecture
 * Maya architecture
 * Mesoamerican architecture

Western architecture
Traditionally, history of architecture is mainly based on western (European) architecture, because western civilizations have throughout the history conquered or influenced almost all other territories, and today, history of western architecture is part of almost all courses of history of architecture around the globe, and can be considered as the classical "trunk" of World architecture. Commonly, history of architecture is divided in the following principal parts:

 * Greek architecture, which began round year 1500 BC with the first pre-hellenic civilizations of Minos and Mycaenae, passes through classical hellenic apogee and dies with the rise of the roman empire
 * Roman architecture, which began roughly around year 500 BC and ends up in decadence until the 6th century
 * Byzantine architecture, which is a sequel to the roman architecture, in an environment where it could survive longer
 * Romanesque architecture, which raises around 10th century after a long period of middle-age darkness
 * Gothic architecture, which evolves from the Romanesque period, around 12th century
 * Renaissance architecture, which follows the important paradigm changes of the Renaissance, in the 15th century
 * Baroque architecture, which follows the catholic counter-reformation begins in the 17th century
 * Neoclassical architecture, or the multiplicity of neo- styles appearing during the age of Enlightenment
 * Modern architecture, began round year 1920, which somehow ends what is commonly considered history of architecture, since what comes after modernism is probably what we are doing today. After modernism, we enter in another discipline called Theory of Architecture.

Architecture in Africa and the Middle-East
Architecture in the middle-east shares common bases with western architecture.

 * African architecture
 * Ethiopian architecture
 * Persian architecture
 * Islamic architecture

Architecture in Asia

 * Indo-islamic (Mughal) architecture
 * Indian architecture
 * Chinese architecture covers the history and theory of ancient Chinese architecture, from its initial phase in China to the influence it has exerted in Korea and later Japan to the east, and Vietnam to the south.
 * Japanese architecture

People

 * Christian Norberg-Schulz, a famous specialist on history of western architecture, wrote a series of highly important books on the subject, mainly focusing on understanding the links between aspirations of human societies and their translations in architecture.

 * Philip Johnson: is a postmodernist architect who has designed a nuclear cooling tower in Rehovat, Israel, the Glass House, the Crystal Cathedral, and the Pittsburgh Plate Glass building, and the Four Seasons Restaurant inside the Seagram Building in New York. He has also done work for Sony and Transco.

/Maps/
The subpage links to maps of ancient ruins.

Google Map of the Architecture of Frank Lloyd Wright

title: History of Architecture


text:
User talk:Nickdh

Welcome
Hello Nickdh, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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 * Explore our learning projects;
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 20:00, 23 November 2007 (UTC)

title: User talk:Nickdh


text: File:PathIntegralQuantum.svg

title: File:PathIntegralQuantum.svg


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Talk:Introduction to Category Theory/Monoids

Isn't the beginning of this a bit scrambled? Addn is first presented as a unary operation, then the equation is written as if it were nullary, I want to define composition as sequential application of the unary version but can't quite make the pieces come together (bad brain day?) AveryAndrews 21:20, 23 November 2007 (UTC)

OK I think I have this the way I want it; of course I may be missing something that your version is supposed to convey 124.168.206.105 00:34, 24 November 2007 (UTC)

Yeah bad brain day i think. Your lambda version defines a function. For arrows $$Addm \circ Addn = Add[m+n]$$ by definition. There is nothing more: no elements to apply to, no results to get from. Tlep 20:38, 25 November 2007 (UTC)

I think I'm still having a bit of a conceptual problem (bad brain month/year/life?), in that I think of the arrows being functions, but where you've just forgotten about the fact that they can be applied to things, i.e. just a set of ordered pairs meeting certain conditions, without the eval operation that defines application. So when it comes time to define composition, you can do it in terms of the binary operation (remembering that there's something there that can be applied to two things), or in terms of the function (remembering that there's something that can be applied to one thing). 124.168.202.162 21:14, 5 December 2007 (UTC)

 * It should not take that long to define a monoid. What is your principal reference?  Hillgentleman|Talk 12:07, 18 February 2008 (UTC)

Proof Clean Up
It seems that the proof (the Monoid of integers is not free) could be improved. First, the first paragraph seems to be ruling out the case where 1 is a generator. It should explicitly assume that M is freely generated by S (and perhaps even mention that this is a proof by contradiction). Then, it is still unclear what the objective of the second part is. It does not seem to make use of the fact that we have already ruled out 1 as a generator. It should also stated that a negative generator need exist, if not give a short explanation. I propose the following in it's place.

Proposition. The Monoid of integers is not free.

Proof.

Assume, by contradiction, that M is freely generated by some set S. Then we proceed by attempting to find two different compositions (linear combinations) of the generators that generates the number 0. Notice that 0 is generated by the composition of zero generators. Moreover, the numbers 1 and -1 must be generated by distinct compositions of generators $$(s_1 + s_2 + ... + s_n)$$ and $$(t_1 + t_2 + ... + t_n)$$. But the composition of these two generators must give zero. But this is a contradiction, since S is freely generated by S. Therefore, there does not exist a subset of M such that S freely generates M, and thus M is not free. Brent Perreault (talk) 04:12, 17 December 2012 (UTC)


text: File:PathIntegralQuantum.png

title: File:PathIntegralQuantum.png


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User:Kalai Eljahn~enwikiversity

I am a freshman as far as such applies on Wikiversity.

title: User:Kalai Eljahn~enwikiversity


text:
User talk:Kalai Eljahn~enwikiversity

Welcome
Hello Kalai Eljahn, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 03:40, 24 November 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 Kalai Eljahn. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Kalai Eljahn~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 23:40, 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) 06:12, 19 April 2015 (UTC)

title: User talk:Kalai Eljahn~enwikiversity


text:
User talk:Anjolyn~enwikiversity

Welcome
Hello Anjolyn, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 05:04, 24 November 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 Anjolyn. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Anjolyn~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:Anjolyn~enwikiversity


text:
User:Net chef

Just getting started
A newbie to all things programming. I'm a router jockey, looking to learn more about systems and programming.

title: User:Net chef


text:
Talk:Pulmonology

Pulmonology should just be deleted

title: Talk:Pulmonology


text:
Talk:Angiology

I have done a lot of merging for this page. I think the other one should now be deleted.

title: Talk:Angiology


text:
User:Vgeorge

Hi, I am from the beautiful city called Cape Town, in South Africa. I work at an orgnaistion called SHAWCO (Student Health and Welfare Centres Organisation) at the University of Cape Town. I am prilvelaged to head up this fantastic Non Profit run by students. Hundreds of thousands of students who have studied at the University have been introduced into, worked in and planned community development programmes since 1943. I have yet to come across an organisation that is solely geared towards volunteerism and managed with a student majority on Board, with such a large number of student volunteers on any campus. Exposing students to the realities of the world, undertaking long term programs in education and health and actually going out there and getting ones hands dirty is the way true learning takes place and SHAWCO provides that. We identify ourselves as social entrepreneurs, cracking our heads to keep the organisation sustainable and also providing the best services to our communities.

My aim is to keep operations of this organisation sustainable, provide student volunteers a great experience tackling issues and problems, and providing the best services to our communities. Heading up a non profit is quite intigueing. There are many stake holders- funders, volunteers, board, community, staff and whoever wants to comment on our activites and question our very existence. "Any one of them can say no, no one alone can say yes". That is the challenge of a social entrepreneur. But what is life without a challenge!

title: User:Vgeorge


text:
Talk:Digital Puppet Animation

I propose the usage of the free and open-source 3d application Blender as a modelling, animating, and compositing software instead of or as an alternative to After Effects and the other software suggested here.

title: Talk:Digital Puppet Animation


text:
User talk:Vgeorge

Hi, your edit here was removed. Perhaps you could explain the reason of the edit, so it is clearer for others ? Below more info about Wikiversity, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 09:33, 24 November 2007 (UTC)

Welcome
Hello Vgeorge, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 09:33, 24 November 2007 (UTC)

title: User talk:Vgeorge


text:
BCP/Celosia argentea

Celosia argentea

title: BCP/Celosia argentea


text:
BCP/Celosia argentea/Logs

This page contains recent bloom logs for the plant Celosia argentea (Cock's Comb).

Recent Logs
=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * SBJ 20:41, 17 October 2007 (UTC)
 * --SB_Johnny talk 09:17, 23 September 2008 (UTC)
 * (no archived logs yet)

title: BCP/Celosia argentea/Logs


text:
BCP/Fumaria officinalis

Fumaria officinalis

title: BCP/Fumaria officinalis


text:
BCP/Fumaria officinalis/Logs

This page contains recent bloom logs for the plant Fumaria officinalis (Common Fumitory).

Recent Logs

 * --Juan Pisek 17:57, 11 October 2007 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

title: BCP/Fumaria officinalis/Logs


text:
BCP/Fragaria vesca

Fragaria vesca

title: BCP/Fragaria vesca


text:
BCP/Fragaria vesca/Logs

2007 Logs

 * SB_Johnny-LM May 16 2007 (from photographs)
 * SB Johnny-LM 11:40, 15 August 2007 (UTC)
 * SB Johnny-LM 09:23, 8 September 2007 (UTC)

2008 Logs

 * SB Johnny-LM 17:22, 16 April 2008 (UTC)
 * --Jomegat 23:18, 7 May 2008 (UTC)
 * --SB_Johnny | talk 08:23, 8 May 2008 (UTC)
 * --Jomegat 20:41, 10 May 2008 (UTC)
 * --Jomegat 23:23, 16 May 2008 (UTC)
 * --Jomegat 00:25, 28 May 2008 (UTC)
 * SB Johnny-LM 10:58, 31 May 2008 (UTC)
 * --Jomegat 23:04, 31 May 2008 (UTC)
 * --Jomegat 00:33, 3 June 2008 (UTC)
 * --Jomegat 23:47, 9 June 2008 (UTC)
 * --Jomegat 23:09, 15 June 2008 (UTC)
 * --Jomegat 21:26, 21 June 2008 (UTC)
 * Jomegat 23:18, 1 July 2008 (UTC)
 * Jomegat 18:24, 5 July 2008 (UTC)
 * Jomegat 18:46, 12 July 2008 (UTC)
 * Jomegat 00:57, 20 July 2008 (UTC)

Recent Logs

 * --Anna gdf 11:56, 11 May 2010 (UTC)
 * Anna reg 11:06, 9 May 2011 (UTC)

title: BCP/Fragaria vesca/Logs


text:
BCP/Eupatorium maculatum

Eupatorium maculatum

title: BCP/Eupatorium maculatum


text:
BCP/Eupatorium maculatum/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | PA! 09:34, 24 July 2007 (UTC)
 * --SB_Johnny talk 12:26, 9 August 2008 (UTC)

title: BCP/Eupatorium maculatum/Logs


text:
BCP/Echinacea 'Mango Meadowbrite'

Echinacea 'Mango Meadowbrite'

title: BCP/Echinacea 'Mango Meadowbrite'


text:
BCP/Echinacea 'Mango Meadowbrite'/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * SB Johnny-LM 19:32, 2 July 2007 (UTC)
 * SB Johnny-LM 10:13, 24 June 2008 (UTC)

title: BCP/Echinacea 'Mango Meadowbrite'/Logs


text:
User:Nickdh

Collaboration
May I email you a proposed curriculum for this department? DónalMcK 13:33, 24 November 2007 (UTC)

title: User:Nickdh


text:
Topic talk:Historiography

=Discussion Topics= If anyone has anything they want to suggest, discuss, or point out about the Departmental webpage, this is the place.

A good starting point would be a general introduction to the practice of historiography and it's usefullness in the study of history. Within this, we can discuss different focuses of historal study within the context of Canadian historical study i.e. Clerical History, Social History, Economic History, Priarie History etc. In each of these we can see how historians examine historical facts and interpret them. Comparison of different forms of historical interpretation is very fulfilling as it allows us to understand the different ways in which histories are analyzed...i.e. Was Louis Riel a hero or a traitor?

Suggestions
Consider merging Philosophy of History here. The Jade Knight 03:48, 14 March 2008 (UTC)

title: Topic talk:Historiography


text:
Portal talk:Environmental studies

Related Department
Hi, I am presently involved with the School of History. I am proposing that a list of 'Related Schools/Departments' be added to your main page. I am in the Department of Historiography, and Environmental History is of great importance to many historians. Environmental history will be discussed in our upcoming course(s). If you have any questions just contact me, or visit the Department of Historiography discussion page. Dctrainor 20:08, 24 November 2007 (UTC)

title: Portal talk:Environmental studies


text:
User:O

I am user O on other Wikimedia projects.

title: User:O


text:
Ideal NASA Annual Budget

Ground Rules
 * Goal - Establish a process that simulates real world so entrepreneurs and engineers can self organize profitable ventures advancing human space civilization.
 * Fair play - Start simple ... get to the advanced issues of corruption, boundary uncertainties, etc. later ... or not.  Somebody wants to study some additional aspect Edit Boldly
 * No information hiding - cite sources when possible so opponents can check your data and claims.
 * What happens in this room stays in this room.  No carrying grudges in or out of this room.  The purpose of this debate is mutual practice and learning.  We are all dear enemies here trying to reach common goal of profitable space activities ... or are we?
 * Devil's advocates, trolls, etc. should clearly identify themselves. For example: A rabid luddite who thinks the human race should die off to preserve ecological diversity should acknowledge they are against space development because they have other priorities and be polite participants ... no active sabotaging our process by fraudulent means .... if you do maybe later we will have a trust metric capable of tagging you as a vandal in just this room.  A devout Christian who thinks the lord has given us the word in the bible that there shall be no war in heaven, thus we should meekly stay on the ground and wait for the great shout is welcome to practice loving people here as long as they are not disruptive or fraudulent in their claims.

Instantanous Aggregate Result - However we decide to tally and set the budget it will result in a budget forecast used for reference by the Lunar Boom Town project. This is a very important parameter that Lunar Boom Town has entrusted to us so lets do the best we can.

Active Participant Contexts
 * user:mirwin I am a practicing socialist of great civic virtue, whom U.S.G. makes a great net profit on if they were practicing accurate accounting. There is a bullet resume of mine at user:mirwin.  I was raised as a U.S. military dependent.  I started engineering college on a U.S. Air Force "full ride 4 year scholarship" but quit after a year and worked my way through as a union laborer pulling green chain in Oregon.   I worked for USAF for five years (government employee paid via taxes confiscated by naked force) then I was a sole proprietor for ten years with normalized estimate or equivalent of twelve employees.  I went bankrupt and was designated/diagnosed as "Bipolar".  I current live with my parents on a 600/mon SSI check in a house the family (parents and siblings) have agreed I will inherit.  I am now a practicing free engineer self insured doing self directed military research.  As you can probably tell I wanted desperated to be a capitalist tycoon who could beg, borrow, or steal a ticket into a space settlement.  As a result of my failure I currently live in great luxury at the continuing expense of the U.S.G.   I will entertain any personal questions here in public if some of our space capitalists wish to explore how my status affects my input into our proposed budget for Lunar Boom Town.   In other words, if you think I am in error because of personal values let's chat about it.

 * user:mirwin U.S. Citizen, all dues and taxes to date paid in full. Mostly socialist.  Believes all ideologies are flawed, some worse than others.   Favors parallel cross linked economic model segments with well defined and fairly enforced boundary conditions.

Case 1 - NASA has been and continues to be the most profitable department of the U.S.G. and must be reinforced and its programs accelerated for the U.S.G. to avoid bankruptcy. As a result of the analysis we shall/should lobby Congress to pass legislation creating a long term budget profile for NASA so private citizens can effectively create and migrate to Lunar Boom Town.

The budget model will aggregate all opinions into a spending forecast that will be used by the Lunar Boom Town project for critical path analysis and integration within NASA's systems of systems approach to developing the Solar economy.

Thesis to prove, dispove, discuss. Please edit boldy or ask questions or express opinions. No progress can be made here without meaningful knowledge input and mutual learning.

 * Today NASA is a better avenue for technology research to benefit the private sector than the military and the war effort would benefit from money shifted from military research to NASA as well.

 * Over funding of NASA for the past few decades for meagre returns has damaged space development and funding should be trimmed immediately if U.S.G. intends to avoid bankruptcy.

title: Ideal NASA Annual Budget


text:
User:DadGavin

Hi,

I'm but one person living in the City of Dayton, State of Ohio, in the United Sates of America (USA), who loves the Wikipedia concept where all knowledge and learning is available to everyone on the planet.

I believe we all have been endowed from our creator to grow and enrich each other with a deep appreciation of our diversity in origin and beliefs. Our sharing of knowledge and our opening learning opportunities for everyone is an extension of how we all need to work together to make the human experience a grand adventure for all.

I hope my efforts to help expand this body of knowledge are acceptable and help you develop a deeper understanding of these topics.

Some personal information on me:

Born in Sacramento, California, (USA) in the early 1960's, I've traveled the world with my Father. Spending significant time growing up in Germany, USA's Pacific Northwest, and Western Canada, I joined the US Air Force. After serving in 11 different locations (assignments), most of which was as a program manager, developing, building, testing, and delivering aircraft, I retired after 23 years.

Along the way, earned my Bachelor of Science in Industrial Engineering, and earned my Master's of Science in Systems Management. More important than my formal education, is the continuous education I recieve on a daily basis from everyone around me. With Wikimedia, Wikiversity and Wikipedia we can help gather all knowledge and learning for everyone, regardless of age, creed, color, ethnicity, or origin.

So lets see what we can do!

Ad Astra Per Aspera (a rough road leads to the stars, i.e.: sacrifices now lead to an outstanding future)

V/R,

DadGavin

title: User:DadGavin


text:
Lunar Boom Town/Cargo Imports

Synopsis of Business Model
Use mass produced disposable one way rockets delivered as needed from highly automated factory with mostly carbon components in lunar stages to import cargo from Earth for Lunar customers. Soft land robotic cargo lander. Crash land the lunar insertion stage into receiving crater full of lunar dust. This becomes carbon-carbon ore for sale to carbon processors or perhaps direct to retail. Pretty easy to burn carbon to create salable carbon dioxide to greenhouse operators. Soft lander carries all of ful safety margin to surface. Fuel and spacecraft are recycled into the private and/or government GLOP (general left over processors) at best available prices. Cargo delivered to paying customers. A key driver of the business model will probably be standard industrial engineering in driving the costs down by reinvestment of gross cash flows into producing ever cheaper large volume of the disposable rockets. Key startup issue is how much capital to get started and sustain deliveries to market until net profitability is achieved.         Perhaps we should consider an automated warehouse facility. http://www.youtube.com/watch?v=EWb5LlFE69Y

Background Reading Resources
Rocket  History and theory of operation of rockets with links to further information.

Imagery of space debris impact, some actual, some simulated or imagined.Space_debris

Possible Tasks/Exercises
Specify a cargo volume and then experiment with loading it with planned cargo (Bill of Laden or Cargo Manifest). Document your loading plan with analysis and reasoning regarding flight constraints and cargo restraints.

Game mission simulation
How many cargo runs should we purchase and how should the cargo container be loaded? Youtube presentation of expendable one cargo run rocket.

Select a fixed volume container such as a bunk bed bounded by walls, a car, a tent, or a garage. Specify a lunar mission for wish you wish to contract import transportation. For example: Setting up the first bungalow of a lunar cabin rental business. Use representative labeled objects such as boxes, pillows, actual objects, etc. to pack the simulated cargo container with everything required for the mission and its operators. Document your cargo manifest, analyze the mass distribution and repack for proper center of mass at center of container, develop first cut of required expendables to keep operators alive while they unpack the cargo container and implement mission, develop detailed step by step mission checklist. Publish resulting data products here for others to work with and improve.

When participants get bored with "paperwork" practice lunar landings.

Editor's Note; For Developers of Electronic Virtual Environment

Perhaps use www.flightgear.org or equivalent to load the spacecraft graphics and create a mission profile for a flight simulator.

lunar lander simulation If we could find an equivalent open source we may be able to add sprites created from our 3D Solid or Electronic models by creating a still (photograph) and then using GIMP to create the 2D or 3D sprite to put into the source code and recompile our own localized simulation. Some code tweaks might allow push button activation of segments of the mission profile for a professional concept presentation to potential customers.

Working model rocketry.
Estes solid fuel and/or nitrogen/co2 gas cartridge
 * Create models of lander and lunar insertion vehicles.A_Hands-On_Introduction_to_Game_Design_and_Production_Processes
 * Animation segments of launch, lunar insertion, crash delivery of insertion stage to ore crater, soft landing at designated cargo delivery site. Load the completed animations at youtube.  Need to establish archive for source models and scene clip rendering files.

Above clips needed for concept marketing and sales pitch to customer venture teams.

 * Once satisfactory animation models are completed, use the visual data to create metal foundry patterns for aluminum cast in green sand. Can either mail patterns to a buddy for casting or proceed to casting yourself.

 * Prepare the micro foundry. Green sand pattern holder ... maybe just large enough metal bucket or paint can, do not use plastic.

 * Build/acquire proper pour tools. A good stainless steel pan works well.  I have tested on standard electric range, someone could find out whether a gas stove generates enough heat and temperature by analysis or actual testing.   Be certain kitchen or melt area is well ventilated ... get some smoke off aluminum cans used recycled for stock, concentrated breathing is probably not healthy.

 * Rehearse pour with buddy if two man job then melt and poor.

 * Cut away extra and buff/grind/file all edges.

 * Use drill to create hollows for Estes Rocket engines or cold gas cartridges in Lunar Insertion Stage (Apollo service module) and parachute for soft cargo lander.

Need design for stack assembly and stage separation at apogee.

Need to review safety practices and local legal launch requirements with local fire department. An aluminum shell pressurized via chemical explosives or compressed gases is an actual rocket engine and if defective becomes a very hazardous bomblet roughly compared to a hand grenade. Metal shrapnel is potentially lethal. No experimentation with these homemade items should be undertaken until a responsible adult has reviewed all safety requirements (too be developed) and complied with all applicable regulation.

Waste disposal - Green sand is a mixture of oil and sand which should be disposed of ....how? Perhaps a burn barrel or local landfill.
 * Best - Store/mothball foundry until needed again.
 * Acceptable - Public landfill equipped to incinerate or otherwise handle oil contaminated materials.
 * Acceptable? - Burn to avoid groundwater contamination.

Preliminary Technical Specification and Pricing
Let's try some work orders for analysis purposes, cargos one way to moon. Customer must fit their cargo into a standard cube of ..... what volume? What is the mass distribution delivered to moon for recycling ... critical resources such as carbon, ch4, flight control computers, etc. Basically we need some top level trade off studies (trades, as sometime called in U.S. aerospace milspeak) a few data point (parameter set) estimates will do to start business cashflow calculations. Where are the sweet spots where we can make money? It will depend on markets and competitors and many other factors but we need to start getting feel for the problems somehow. What other businesses and technologies must exist for our plan to work and when are they available. Cannot afford to have a few billion in borrowed capital sitting around idle costing us 10 to 20 percent expense while we can only recover on average 12-15 percent in diversified stock portfolios or funds.

Mass (kg) Price(million dollars) Volume (cubic meters)   Salvage Value(dollars projected from mass flow demands

10,000   100                      3 cubic meters         20 million

Competitors

 * LEO based plasma drive tugs which use LLOX (Lunar liquid oxygen) for slow cheap freight anywhere in cisLunar space. Russians have used plasma thrusters extensively in flight operations which potentially could use LLOX as main propellant.

 * Space tether systems expanding into Solar System from LEO.

title: Lunar Boom Town/Cargo Imports


text:
User talk:Rengaswamy

Welcome
Hello Rengaswamy, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 05:47, 25 November 2007 (UTC)

title: User talk:Rengaswamy


text:
Building a Perpetual Energy Machine

The following was written by an enthusiastic eighth-grader with some ideas. We know that supposedly perpetual machines don't work, and we've seen many attempts to describe them. Now, is there an assumption being made that isn't true? How would you answer Zachary? Just telling him that perpetual motion machines are impossible isn't very satisfactory. One way of approaching this would be to go into the laws of thermodynamics, entropy, etc., but Abd's answer (see the bottom of the page) will just focus on the assumption that he is making.

How To Build a True Perpetual Energy Machine
By: Zachary

First, I would like to thank my algebra teacher, Monique, for equipping me with the basic knowledge of physics and the desire to learn to formulate this theory. I would also like to thank my dear friend, Nathanial, for always backing up my ideas and helping answer any questions that occurred while creating this work.

In order to create this device, you will need:
 * 1) One VERY powerful magnet in the shape of a cylinder
 * 2) A coil of copper wire large enough to fit around the magnet with at least a small amount of room between them
 * 3) Copper wire attached directly to the coil that is long enough to be run through box (6) and connect to the object being powered
 * 4) Copper wire attached directly to the coil that is long enough to be run through the box and connect to a power source in order to kick start the magnets turning inside the coil
 * 5) Duhh, a power source (a 9-volt battery would be sufficient for a small light bulb)
 * 6) A box made of a VERY powerful metal capable of containing a vacuum
 * 7) A means by creating a vacuum
 * 8) A blowtorch capable of welding the metal boxes seams together
 * 9) An object that is to be powered (such as a small light bulb).

First, you must insert the magnet into the copper coil, creating an electromagnetic generator. Then, you must run the wire through the box of metal, with the generator inside the box. Be sure to separate the box and wire by a powerful insulator so that the electricity is not transferred to the box. The magnet inside the coil must be spinning, so you must run the other wire to the power source for the machine to work. Bore a hole in the box in order to attach the vacuum-generating object. After all wires and objects are run through the box, weld all seams, gaps, and holes together so that no air can enter or escape. Then activate the vacuum-generating device. Once all air has been removed, you may choose to detach the power source as a test. Afterwards, attach the object that will be powered to the remaining wire. It should be activated. This theorem relies mainly on Newton’s first law of motion. In a vacuum, there is no matter to create friction, so motion is constant.

And think, I’m only a 13 year-old 8th grader!

Explanations
Building a Perpetual Energy Machine/Abd

title: Building a Perpetual Energy Machine


text:
User:Qwerty Binary

Hi I'm Qwerty Binary; I'm also a user at Wikipedia. Qwerty Binary 09:00, 25 November 2007 (UTC)

title: User:Qwerty Binary


text:
User talk:Finchbook

Welcome
Hello Finchbook, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 10:40, 25 November 2007 (UTC)

title: User talk:Finchbook


text:
Brezhoneg Daoù/Lesson 3

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin:auto;"
 * style="background-color:#87e990; border:1px solid #777; -moz-border-radius-topleft:8px; -moz-border-radius-bottomleft:8px; -moz-border-radius-topright:8px; -moz-border-radius-bottomright:8px;" colspan="2" |

Personal form & impersonal form
The Present Tense and the Continuous Tense have two forms : the personal form and the impersonal form.

These two forms allow to insist upon either the subject (impersonal form) or the complement, the attribute, the object (personal form).

For example :

The English sentence I am wise may be translated in two ways: Since the subject already gives the notion of person, it is useless to give a personal form to the verb. Therefore the verb is invariant (here : a zo) and this form is called the impersonal form. Here the verb varies according to the person since the notion of person is not present otherwise.
 * Me zo fur (impersonal form) to insist upon the subject (Me).
 * Fur on (personal form) to insist upon the attribute (Fur).

Continuous Tense
The Continuous Tense is used for repetitive or continued actions.

Let's take the same example as before: When translating from Breton to English, allow your native language instinct to sort out in which case the simple present (I speak Breton) or the present continuous (I am speaking Breton) is more appropriate and idiomatic.
 * Fur e vezan means I am usually wise.

Situation Tense
The Situation Tense is used to indicate the place (in space or time) where the subject is or, in a wider meaning, its position (social, etc.).

Example:
 * Er skol emaon means I am (currently) at school.

Impersonal passive
This mode is used when the subject is not known or not precisely defined. In English, this would often be translated by "they".

For instance, "ez eur" would give they are, one is.

Personal form & impersonal form
The Present Tense and the Continuous Tense have two forms : the personal form and the impersonal form.

These two forms allow to insist upon either the subject (impersonal form) or the complement, the attribute, the object (personal form).

Auxiliary form
A verb can also be used with an auxiliary (most often the verb Ober to do) to insist upon the action itself.

For instance, skrivañ a rin ul lizher (I will write a letter) will be used to insist upon the verb skrivañ, to write.

Progressive Form
To create the progressive form, add the continuous particle o ( M! — Careful! The particle o causes Mixed mutations, as shown below.) kaozeal (speak/ing) • komz (chat/ting, speak/ing) • skrivañ (write/ing) • ober (work/ing) • chom (dwell/ing) • gwerzhañ (sell/ing) • mond (go/ing) • kemer (take/ing) • degemer (receive/ing) • deskiñ (learn/ing) • kas send/ing
 * Here are some verbal nouns:

Now all you need to do is put them together following this pattern: {present of bezañ} + {o ( M! )} + {verbal noun}

Emaon o komz brezhoneg (I am speaking Breton) Emaout o skrivañ ul lizner You (sg.) are writing a letter Emañ eñ o teskiñ kembraeg (He is learning Welsh

Caution : The progressive form may not always be translated by the construction "o" + (verbal noun). In some cases, other constructions are more appropriate: 1/ To mark a means: dre + (verbal noun) 2/ To mark simultaneous actions: en ur + (verbal noun) 3/ Evolution: mont war + (verbal noun) (To go toward + verbal noun) In the following sentences, this yields: war + (verbal noun) + ez a..., that is toward + (verbal noun) + goes
 * Dre lenn kalz levrioù mat e teui da vezañ ur mestr war ar yezh (By reading lots of good books you will become a master in Breton language)
 * Dre soubañ va biz enni em bije merzet ne oa ket ar soubenn evit bezañ lonket ker buan (By dipping my finger in it I would have noticed that the soup was not to be swallowed so fast
 * En ur lenn al levr-se em eus merzet e oa an oberour un den a-zoare (While reading this book I noticed that the writer was a good man)
 * En ur lonkañ ma soubenn em eus merket e oa tomm-berv (While eating my soup I noticed that it was boiling hot)
 * War greskiñ ez a ar prizioù (Prices are increasing, literally "On To increase go the prices")
 * War fallaat ez a an amzer (The weather is getting worse, literally "On To get worse goes the weather")

Negations
Since you want to be able to make negative statements as well as ask questions, here’s what you need to do: Take the long present tense of bezañ (to be) and replace the particle ez with ne (or ned or n'  before a vowel) and add ket after the verb in order to make a negative statement: The 3rd person singular in negative statements has two special verb forms: Now put the sentences together according to the template given above:
 * ez on (I am) → ned on ket/n'on ket (I am not)
 * n'out ket (you (sg.) are) → ned out ket/n'out ket (you are not)
 * n'eus ket... (there is not...) when the subject of the verb is indefinite
 * n'eo ket... he/she/it is not... when the subject of the verb is definite
 * → ar c'hi n'eo ket... (the dog is not...), ar vugale n'int ket... (the children are not...)
 * n'omp ket (we are not)
 * n'oc'h ket (you (pl.) are not)
 * n'int ket (they are not)
 * n'eur ket (they are/one is not) → N'eur ket boas da gement-se (They are/One is not accustomed to that)
 * N'emaon ket o komz Brezhoneg. (I am not speaking Breton)
 * N'emaout ket o skrivañ ul lizher (You (sg.) are not writing a letter)
 * N'emañ ket o teskiñ kembraeg (He is not learning Welsh)

Questions
To formulate a question simply use the affirmation form, generally with the conjunction ha (And) before the verb; ha is replaced by hag before a vowel for phonetic reasons:
 * Hag ez on ? Am I?
 * Hag ez out ? Are you? (sg.)
 * Hag ez eus ? Is there? when the subject of the verb is indefinite
 * Hag ez eo? Is he?
 * Hag ez eo? Is she?
 * Hag ez eo? Is it? when the subject of the verb is definite
 * Hag ez eo ar c'hi...? Is the dog...?
 * Hag ez omp? Are we?
 * Hag ez oc'h? Are you? (pl.)
 * Hag ez int? Are they?
 * Hag ez int ar vugale? Are they the children?
 * Hag emaon o skrivañ e brezhoneg? Am I writing in Breton?

Sometimes, a question will be preceded by Daoust ha (equivalent to Is is true that..., literally "To be known whether").
 * Daoust hag emaout o skrivañ ul lizher ?
 * Daoust hag emañ o teskiñ kembraeg ?

To ask a negative question, use the same principles:
 * Ha n'emaon ket o komz brezhoneg ? Am I not speaking Breton?
 * Ha n'emaout ket o skrivañ ul lizher ? Are you not writing a letter?
 * Ha n'emañ ket o teskiñ kembraeg ? Is he not learning Welsh?

 * Please note the difference in meaning between Ha n'emañ ket o teskiñ Kembraeg ? Is he not learning Welsh? and Ha ne zesk ket kembraeg ? Doesn't he learn Welsh?.

Self training
Now, you have seen how its done.
 * Listen to the following dialogs which shows:
 * Imperative form
 * Auxiliary form
 * Progressive form

Take the verbs from Brezhoneg Daoù/Lesson 1 and write them down if you haven't already.

Now change them into their Present tense.

Then, make up some sentences for each verb, e.g. Me a zesk brezhoneg e Wikiversity (I learn Breton at Wikiversity—NOT I'm learning Breton at Wikiversity; how would you say that, by the way?).

Quiz
Go to the Quiz
 * }

title: Brezhoneg Daoù/Lesson 3


text:
User talk:Luzmael~enwikiversity/Sandbox2

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" Brezhoneg Tri
 * style="background-color: Cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |

Brezhoneg
 * style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Brezhoneg Unan
"Brezhoneg Tri" is a course in the Breton Department. In this Beginner's course, students are introduced to simple vocabulary, how to structure a Breton sentence and some basic phrases for a simple conversation.

Breizh
 * rowspan="2" style="width: 40%; background-color: #efefff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Brittany is a Celtic country rich in its cultural heritage. Though long under the control of France and influenced by French traditions, Brittany has retained and, since the early seventies, revived its own folk music, modernizing and adapting it into folk rock and other fusion genres. Kan ha diskan (roughly translated as call and response singing) is probably the most common type of Breton vocal music, and is the most typical style to accompany dance music. It has become perhaps the most integral part of the Breton roots revival, and was the first genre of Breton music to gain some mainstream success, both in Brittany and abroad. Undoubtedly the most famous name in modern Breton music is Alan Stivell. Inspired by Stivell, a very large Breton scene grew up. It was a true revolution: hundred of bands, thousand of musicians, of Festoù-noz, etc. grew in the year after. Since then, a new scene of Breton songwriters appeared in Brittany (Nolwenn Korbell, Dom Duff, ...).

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

Lessons

 * Kentel kentañ :  Possession
 * Eilved kentel :  Position
 * Teirved kentel :  Identity
 * Pederved kentel :  More tenses
 * Pempved kentel :  Dialogue
 * }


text:
User talk:Jonano~enwikiversity

Welcome
Hello Jonano, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 12:37, 25 November 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 Jonano. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Jonano~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 23:35, 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) 06:12, 19 April 2015 (UTC)

title: User talk:Jonano~enwikiversity


text:
Brezhoneg Daoù/Lesson 4

{| cellpadding="10" cellspacing="5" style="width:99%; background-color:inherit; margin:auto;"
 * style="background-color:#87e990; border:1px solid #777; -moz-border-radius-topleft:8px; -moz-border-radius-bottomleft:8px; -moz-border-radius-topright:8px; -moz-border-radius-bottomright:8px;" colspan="2" |

Lesson 4/Kentel Pevar
This uses vocabulary from both Brezhoneg Unan and Daou

Diviz (Dialogue)

 * (Yann is speaking to his mum, Soazig.)
 * Yann : Mintin vat, Mamm, mat ar jeu ?
 * Soazig : Demat dit Yann, laouen on, trugarez vras, ha ganit ?
 * Yann : Mat-kenañ, trugarez dit Mamm.
 * Soazig : Lavar din 'ta, petra hoc'h eus graet a-hed ar sizhun ? N'em eus ket gwelet ac'hanout a-hed ar sizhun!
 * Yann : Desket em eus brezhoneg, dreist eo !
 * Soazig : Mat a-walc'h... O, me zo bet er stal hiziv ha gwelet em eus Laouena, matezh ar c'hafe...
 * Yann : Splann, petra he deus lavaret ?
 * Soazig : Hi az kwelas er c'hafe, te a lavaras dezhi e oas o teskiñ brezhoneg.
 * Yann : Ya, hi zo o teskiñ brezhoneg ivez !
 * Soazig : Neuze, me 'm eus kavet labour, en un iliz.
 * Yann : Se zo mat-tre.
 * Soazig : O, me zo o vont d'al labour bremañ... Kenavo dit, mab!
 * Yann : Chañs vat dit, Mamm, kenavo!

Poelladenn (Exercise)
Write down this dialogue, without looking at the answers below, and translate it; try to do it from memory.
 * Extra vocabulary
 * sizhun week • -tre or -kenañ very • tra thing • labour work/job • kavout → kavet to find → found • neuze so

Answers

 * Yann : Mintin vat, Mamm, mat ar jeu ?
 * (Literally: "Morning good, Mother, good the game?") Good morning, Mother, how ar you?
 * Soazig : Demat dit Yann, laouen on, trugarez vras, ha ganit ?
 * ("Day good to you, Yann, happy I am, thank big, and with you?") Hello Yann, I'm fine, thanks, and you?
 * Yann : Mat-kenañ, trugarez dit Mamm.
 * ("Good very, thank to you Mother") In good health, thanks Mother.
 * Soazig : Lavar din 'ta, petra hoc'h eus graet a-hed ar sizhun ? N'em eus ket gwelet ac'hanout a-hed ar sizhun!
 * ("Tell to me so, what have you (pl.) done all along the week? I haven't seen of you (sg.) all along the week!") Tell me, I say, what have you done all week long? I haven't seen you all week long!
 * Yann : Desket em eus brezhoneg, dreist eo !
 * ("Learnt I have Breton, beyond it is!") I've kearnt Breton, it's brilliant!
 * Soazig : Mat a-walc'h... O, me zo bet er stal hiziv ha gwelet em eus Laouena, matezh ar c'hafe...
 * ("Good enough... O, I've been in the shop today and seen I've Laouena, servant ar pub") Okay... O, I went to the shop today and saw Lowena, the barmaid...
 * Yann : Splann, petra he deus lavaret ?
 * ("Splendid, what has she said?") Excellent, what did she say?
 * Soazig : Hi az kwelas er c'hafe, te a lavaras dezhi e oas o teskiñ brezhoneg.
 * ("She you saw in the pub ,you said to her you were learning Breton") She saw you in the pub, you told her you were learning Breton.
 * Yann : Ya, hi zo o teskiñ brezhoneg ivez !
 * ("Yes, she is learning Breton too!") Yes, she is learning Breton too!
 * Soazig : Neuze, me 'm eus kavet labour, en un iliz.
 * ("So, I've found work, in a church") So, I've found a job, in a church.
 * Yann : Se zo mat-tre.
 * ("That is good-very") That is very good.
 * Soazig : O, me zo o vont d'al labour bremañ... Kenavo dit, mab!
 * ("O, I am going to the work now... Goodbye to you, son") Oh, I'm going to work now... Good bye, son!
 * Yann : Chañs vat dit, Mamm, kenavo!
 * ("Luck good to you, Mother, goodbye") Good luck, Mother, goodbye!

 * }

лвщунзукклхунугнелждгллжэлагжвкзнъзуцждалрпд  203 рдлрзвголзншгкцзунуггоозлэжзп плрпплрекзулзлшкллущлкпаждми вдпаррдврзлорзлеылплпалплларржррурлашвгг

title: Brezhoneg Daoù/Lesson 4


text:
Asteroid mining

This area of this site is to learn about, teach about, and research asteroid mining.

Degrees in mining engineering are offered at some universities.

🇨🇴

Discussion questions

 * How can desirable asteroids be identified?
 * How can asteroid mining benefit all of humanity?

Learning resources

 * Search for Asteroid mining at Wikiversity

Readings at Wikipedia

 * Asteroid mining
 * Colonization of Ceres
 * Mining engineering
 * Asteroid capture

title: Asteroid mining


text:
Template:Bloom clock key header

This page is part of a dichotomous key for plants recorded as blooming in Bloom Clock/Keys/ during the month of Bloom Clock/Keys//.

 * usage:

title: Template:Bloom clock key header


text:
Feasibility Study Automated Cargo Flow

Scope
Given:

Local park or field where fire department has agreed after you fill out proper paperwork and make all necessary safety training and precautions a reality you may launch engineering model.

Desired operational scenario for launch- Preflight assembly, diagnostics, travel to Terran Test SpacePort Muroc Desert.Murphy's Law From simulated Ridley Mission Control Center (Concrete Blockhouse, no windows ... suitable sub is adequate distance and sandbag barrier) use teleoperation interface (Notebook computer) to drive radio controlled tractor towing launch deck containing two stage cargo stack. First stage simulated c33 (VAP version of defunct Lockheed venture supposed to follow X33 but cancelled at failure of two of four? key technologies and budget overrun) second stage is Cargo RocketCargo_Imports

Required/Desired/Results

 * Perform walkthrough analysis of operational scenario to verify existing technology is adequate.
 * Interconnect desktop teleoperators console to radio relay.
 * Acquire and wire extra big battery for tow truck
 * Acquire or design construck mobile launch deck .... first approximation, tiny tot toy wagon
 * research frequency and lockout procedures .... must not have accidental ignition
 * acquire or design construct and install arming sequence .... may be manual/definately manual ... wire into teleoperation console is desire future technology to increase efficience but not mission critical at this time.
 * Second stage radio triggered separation ... maybe defer for future after better with radio gear.

Milestones
Path Critical Suspense Date: 1 Mar 08 Sceduled Final Test Date: 15 Feb 08 CDRL (Contract Deliverable) Engineering Study Report

Schedule Risk Factors

 * Acquire, install and verify operational microfoundry for aluminum.
 * Need adequate cans scavenged from local town exercise thinking sessions.
 * Parental/management meddling and/or harassment - mitigating factor. Out of town for about three weeks, window of opportunity from about 10 Dec 07 to 4 Jan 08.
 * Parallel development project -- Conceptually Modeling Rental Hab or Cabin/Hotel bungalows -- Camping/day trip to Laverne Park.

Property On Hand
Reassignment to the project
 * Radio controlled truck -- medium small approximate 6WX6TX8L ... hmm may be awol, simulate without or purchase another

GLOP Salvage (general left over processor) space milspeak for recycling process aid or black box specification.
 * Micron Notebook/win 95

Required supplies and equipment unless stick with dry run
 * Estes Solid Rocket Motor
 * Gas Cartridge

title: Feasibility Study Automated Cargo Flow


text:
Lunar Boom Town/GLOP (General Left Overs Processers)

This is a proven business pattern which must be carefully tailored to local contexts and constraints to place the goodies where they do more good than harm. Making money with these patterns usually requires some sound http://en.wikiversity.org/wiki/Topic:Ecological_engineering. If you create more problems attempting to benefit from some personally valuable salvage materials by inappropriately disposing of remaining toxics in delicate ecosystems then you may be convicted and subject to the full sanctions of the cosmic eco combat group or some other malevolent fantasy. Mirwin 22:29, 25 November 2007 (UTC)

Basically, Waste Not Want Not

/engineering notes

CAUTIONThe GLOP Processors chaotically delete dated material in the recycle zone. Do leave your only copy of the data or items in the recycle zone unless you truly do not care to see or use it again. This potentially is an irreversible resource flow. Do not toss into recycling unless you really do not want it back. It is not yet guarranteed that this glop engineering model is ecologically sound. Therefor use of this prototype hearby constitutes agreement that you the user will protect us from our own incompetence by defending us against all comers if we create problems by attempting to recycle your waste data and mass. Mirwin 22:13, 25 November 2007 (UTC)

To operate this GLOP Processor place appropriate information on the item released to the universe in the recycle zone below:

Recycle Zone Below This Header

 * http://thepathfinder.xwiki.com/xwiki/bin/view/Main/ThePathfinder
 * http://thepathfinder.xwiki.com/xwiki/bin/view/Main/Terran+Tankers

mass conveyor articulated on usenet few years back dependent upon interested self organizing volunteers with carry boxes

google(volunteer mass flow mirwin Michael R. Irwin groups)
 * google
 * google

fire suppression equipment conceptual overview and design data on quasar quencher RESERVED for relocation to model launch facility for one way cargo crash/soft lander Mirwin 02:47, 26 November 2007 (UTC)

Some insider buzzwords and jokes that might provide some inspiration for some game play with Lunar Boom Town components when on study break Mirwin 03:07, 26 November 2007 (UTC)


text:
Personal Rover Maintenance

Link to any subpages this page might have

Ecological Efective Learning Opportunities

 * Pay a professional to maintain your expensive dream car and operate it appropriately until it is profitable to GLOPGLOP_%28General_Left_Overs_Processers%29 it by trading either up or down.

 * Do as much self maintenance as you enjoy and then pay for the rest.

 * Do not ignore the service manual and specifications of replacement parts and consumables.

 * GLOP it yourself.

 * GLOP it by calling Habitat for Humanity if you can not get fair trade in from your dealer of the moment.

Assist each other here with meeting personal rover maintenance and learning objectives.

Maintenance Challenge Attention Requests

*##1 I have an 88 Mazda RX7SE in which I need to replace antifreeze.
Specific background: The shop service manual says "CAUTION a)Do not use alcohol or methanol-based coolants.  b)Use only soft (demineralized) water in the coolant mixture.   The antifreeze I have package is not clear but it seems to contain "ingredients:  Ethylene Glycol (107-21-1), Diethylene Glycol(111-46-6), Water(7732-18-5), NJTSRN QT1" and "MEETS ASTM D-3306, ASTM D-4340". Request: Does this antifreeze conflict with manufacturers recommendation?  Are glycols alcohol or methanol based? Mirwin 21:59, 25 November 2007 (UTC)

title: Personal Rover Maintenance


text:
Obstetrics and Gynecology/Gestational Trophoblastic Disease

Gestational Trophoblastic Disease comprises a spectrum of tumors of the gestational trophoblast which range from completely benign to aggressively malignant.

There are four types of trophoblastic tumor

 * Hydatidiform Mole
 * Chorioadenoma Destruens (Invasive Mole)
 * Choriocarcinoma
 * Placental Site Trophoblastic Tumor

They all secrete the hormone human chorionic gonadotrophin (hCG).

Hydatidiform Mole
Hydatidiform Mole is a benign tumor of the trophoblast caused by abnormal fertilization.

Epidemiology
The incidence of hydatidiform mole differs depending on age, ethnic origin and classification of mole. The complete mole is most common in women under 20 and over 39, whilst the partial mole is more common in women between 20-30. The complete mole is most common among women from the Gulf region of the Middle East, while the partial mole is most common among South-East Asians. The incidence in the UK, Ireland and the USA is 1 in 2,000 pregnancies for the complete mole and 1 in 5,000 pregnancies for the partial mole.

Etiology and Pathogenesis
In the case of the complete mole, the ovum has lost all maternal genetic material. This is subsequently fertilized by a single sperm which duplicates, or undergoes dispermic fertilization. In the case of the partial mole, a normal ovum undergoes dispermic fertilization resulting in a complicated triploid structure containing vesicular cysts and fetal and placental tissue. The complete mole has 46XX chromosomes and the partial mole has 69XXY chromosomes. Both are at low risk of development into malignant tumors of trophoblastic origin.

Clinical Features
History
 * Vaginal Bleeding
 * Hyperemesis Gravidarum

Examination
 * Soft uterus enlarged inconsistent with dates
 * Pre-eclampsia
 * Thyrotoxicosis
 * Fetal heart sounds absent
 * Ovarian enlargement

Investigations
 * Raised hCG
 * Snowstorm appearance on Ultrasound Scan

Management
The treatment is surgical:
 * Group and hold
 * Evacutation suction
 * IV syntocinon

Chorioadenoma Destruens
Chorioadenoma Destruens is a malignant tumor of the trophoblast caused by abnormal fertilization. This results when a hydatidiform mole invades locally. 5-10% of all molar pregnancies are choriadenomas. A common complication is uterine rupture by the tumor itself, but metastasis is rare. Treatment is with chemotherapy and follow-up.

Choriocarcinoma
Choriocarcinoma is the most malignant of the trophoblastic tumors. The incidence of choriocarcinoma has been estimated at between 1 in 30,000 pregnancies to 1 in 60,000 pregnancies. They are highly invasive and metastasise early to the lungs and brain, among other locations. Half result from hydatidiform moles but they can, occasionally, result from normal pregnancies. Treatment is by chemotherapy and follow-up.


text:
Lunar Boom Town/GLOP (General Left Overs Processers)/Engineering Notes

Add procedure for new model component.

sorry slide wormhole

glop receiver -->> take me customs ---> final waste storage


text:
User talk:Mike Stephens

Welcome
Hello Mike Stephens, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 06:45, 26 November 2007 (UTC)

title: User talk:Mike Stephens


text:
User talk:Soxred93

Welcome
Hello Soxred93, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 06:50, 26 November 2007 (UTC)

title: User talk:Soxred93


text:
Brezhoneg Tri

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #c9a0dc; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |

Brezhoneg
 * style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Brezhoneg Tri
"Brezhoneg Tri" is a course in the Breton Department. In this Beginner's course, students are introduced to simple vocabulary, how to structure a Breton sentence and some basic phrases for a simple conversation.

Breizh o veva (Brittany alive)
 * rowspan="2" style="width: 40%; background-color: #efefff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

| Listen ! Brittany is a Celtic country rich in its cultural heritage. Though long under the control of France and influenced by French traditions, Brittany has retained and, since the early seventies, revived its own folk music, modernizing and adapting it into folk rock and other fusion genres. Kan ha diskan (roughly translated as call and response singing) is probably the most common type of Breton vocal music, and is the most typical style to accompany dance music. It has become perhaps the most integral part of the Breton roots revival, and was the first genre of Breton music to gain some mainstream success, both in Brittany and abroad. Undoubtedly the most famous name in modern Breton music is Alan Stivell. Inspired by Stivell, a very large Breton scene grew up. It was a true revolution: hundred of bands, thousand of musicians, of Festoù-noz, etc. grew in the year after. Since then, a new scene of Breton songwriters appeared in Brittany (Nolwenn Korbell, Dom Duff, ...).

 * style="width: 60%; background-color: #c9a0dc; 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: #c9a0dc; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Lessons

 * Kentel kentañ :  Possession
 * Eilved kentel :  Position
 * Teirved kentel :  Identity
 * Pederved kentel :  More tenses
 * Pempved kentel :  Dialogue

 * }

title: Brezhoneg Tri


text:
Obstetrics and Gynecology/Ectopic Pregnancy

Ectopic Pregnancy is a life-threatening condition characterised by the implantation of an embryo outside the uterine cavity, usually in the fallopian tube.

Epidemiology
The incidence of ectopic pregnancy is increasing in the UK and currently stands at 1 in 100 pregnancies.

Risk Factors

 * Increased maternal age
 * Smoking
 * Previous tubal surgery
 * Prior recurrent spontaneous miscarriages
 * Prior surgical termination of pregnancy
 * Pelvic inflammatory disease
 * Previous use of an intrauterine device
 * History of infertility

Prior oral contraception use can reduce the risk of ectopic pregnancy.

Etiology and Pathogenesis
When the ovum is released by the ovary, it travels along the fallopian tube (where it is fertilized) in the direction of the uterus. The resulting embryo does not reach its destination, however, as it implants into the wall of the fallopian tube. The subsequents trophoblastic proliferation causes erosion and bleeding. Unlike the uterus, the fallopian tube's muscle layer does not undergo hypertrophy, so rupture into the lumen and peritoneal and retroperitoneal cavities occurs.

Clinical Features
History

 * Severe lower abdominal colicky pain
 * Vaginal bleeding after a missed period
 * Shoulder tip pain
 * Dysuria
 * Shock

Examination

 * Signs of early pregnancy
 * Mass on vaginal examination
 * Soft, enlarged uterus
 * Cervical excitation
 * Abdominal tenderness

Investigations

 * Pregnancy test and serum β-hCG
 * Ultrasound scan - trans-vaginal

Treatment
Treat these patients as resuscitation patients. Give oxygen and gain IV access. Cross-match blood and request Rhesus status. Surgery is avoided initially using IV methotrexate and hCG monitoring. If the pregnancy continues, surgical intervention is required.


text:
BCP/Hibiscus rosa-sinensis

Hibiscus rosa-sinensis

title: BCP/Hibiscus rosa-sinensis


text:
BCP/Hibiscus rosa-sinensis/Logs

This page contains recent bloom logs for the plant Hibiscus rosa-sinensis (Red Hibiscus).

Recent Logs

 * Isildil 20:09, 28 July 2007 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

title: BCP/Hibiscus rosa-sinensis/Logs


text:
Template:Bcpm/london/11

November

This template makes a link to the April key for London, and adds plant pages to Category:BCP/LONDON/11 and Category:BCP/Flora of England (it automatically adds ), for plants that have been recorded as flowering in April in London.

This template should only be used in the "London, England = " field of Bloom clock plant middle

title: Template:Bcpm/london/11


text: Category:Bloom clock project templates/regional tags/London


text:
BCP/Lilium lancifolium

Lilium lancifolium

}}

title: BCP/Lilium lancifolium


text:
BCP/Lilium lancifolium/Logs

This page contains recent bloom logs for the plant Lilium lancifolium (Tiger Lily).

Recent Logs

 * --Helikophis 21:28, 16 July 2007 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

title: BCP/Lilium lancifolium/Logs


text:
BCP/Lathyrus odoratus

Lathyrus odoratus

title: BCP/Lathyrus odoratus


text:
BCP/Lathyrus odoratus/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | PA! 21:49, 19 August 2007 (UTC)
 * SBJ 18:08, 14 September 2007 (UTC)
 * --SB_Johnny | talk 08:24, 9 July 2008 (UTC)
 * --SB_Johnny | talk 10:02, 20 July 2008 (UTC)

title: BCP/Lathyrus odoratus/Logs


text:
BCP/Lamium album

Lamium album

title: BCP/Lamium album


text:
BCP/Lamium album/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --Juan 12:00, 5 October 2007 (UTC)
 * --Juan Pisek 17:44, 11 October 2007 (UTC)
 * --Turnvater Jahn 21:32, 21 May 2008 (UTC)

title: BCP/Lamium album/Logs


text:
BCP/Lactuca canadensis

Lactuca canadensis

title: BCP/Lactuca canadensis


text:
BCP/Lactuca canadensis/Logs

This page contains recent bloom logs for the plant Lactuca canadensis (Wild Lettuce).

Recent Logs
=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * --SB_Johnny | talk 13:48, 31 August 2007 (UTC)
 * --SB_Johnny talk 09:20, 5 September 2008 (UTC)
 * (no archived logs yet)

title: BCP/Lactuca canadensis/Logs