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Seminar in Information Warfare

Part of the Strategic Studies curriculum

What is a Seminar?
A seminar style of learning involves students studying facets of an issue and teaching the other students. This is not considered to be a definitive body of knowledge on a seminar subject. On the contrary, the job of the students in a seminar is to collect references, do their own independent study, and bring that knowledge back into the seminar. This page will therefore be in a constant state of flux and addition as new students come in with their own study interests and flesh out the page more and more. Students with interest in given topics but without the resources or background to study those topics should request assistance below. People who can contribute to the discussion in any way should. Debate is encouraged. Occasionally, projects may be put up on this page to encourage students to debate given issues. Current events are always welcome in a seminar.

Pages the Seminar Should Develop
Please place the topics in which you have interest here. You and others can then flesh out the references for the topics and we can deepen the knowledge base of all seminar participants.

Introduction to Information Warfare
"If you know the enemy and know yourself, you need not fear the result of a hundred battles. If you know yourself but not the enemy, for every victory gained you will also suffer a defeat. If you know neither the enemy nor yourself, you will succumb in every battle."

Information warfare is the use of information to conduct offensive and defensive operations against an enemy. Information warfare consists of various techniques and technologies in order to intercept the enemy's tactical information while protecting your own information from the opponent. It is an essential component in the current warfare buzzword "C3I," which is a reference to the importance of Command, Control, Communications, and Information in modern military operations. Though these buzzwords come in many different flavours and sizes (from C&C to C5I), the message is the same: Information is an integral part of modern warfighting, and it cannot be disincluded from a discussion about warfare in general.

Information is the sum of knowledge, accurate and inaccurate, available to a commander or a fighting force. It can be gathered through any number of means, including but not limited to:

 * Espionage
 * Disinformation
 * Propaganda
 * Electronic Warfare
 * Cyber warfare

Information warfare is both offensive and defensive. It consists of the gathering of accurate information, the collation and dissemination of said information, and the denial of the same to the adversary. A key to information warfare is the reliability of information, thus quantity and quality are both axes upon which the utility of information can be judged. When intelligence operators, for example, report information gathered from or by their sources, it is important that they not only synthesize and corroborate their information, but judge the consistency and reliability of their source and report this to their superiors.

Information Warfare: Why ?
It's no secret for anyone that in the world of today, information is the key to success, not just in the military, but also in business and even for the individual who seeks to climb the social ladder.

Let's take, for example, the small shopkeeper or businessman that just started his company. How can he hope to compete with established companies with vast resources and a strong customer base? One must have something new that his competitors does not have. One must then study his competitors to find lacks and weaknesses in the services he offers. Once one has found those weaknesses, he then must develop the service without those weaknesses. For example, an entrepreneur wishes to open a small restaurant in an already crowded sector. He pretends to be a customer and then collects the menus of his competitors. He observed that many of his competitors do not offer healthy alternatives and also that none of the other restaurants offers ice cream during the summer. This entrepreneur knows that those services are currently popular with customers because he took the time to poll the citizens of the sector. By offerig those services to the customers, this entrepreneur has now two advantages over his competitors and can attract customers from his competitors.

In the example above, we can detect at least three instance where information was used to gain an advantage over the opponent. First by collecting the menus his competitor are offering to the customers. Second, he analyzed the menus he collected and found what was not offered. Third, by polling the citizens on what they would like to buy from a restaurant, he compared what the customers asked and what the competitors were offering.

With this example, I wanted to show a little example of how information plays a primordial role in gaining an advantage over an opponent. Of course, things are more complicated than that. One must also be able to protect his information from his opponents. Here is a very concrete and recent example of information warfare:

Recently, during the 2006 Israel-Lebanon conflict, the Hezbollah intercepted radio communications from Israeli ground troops. The information captured played an important role in the defense of Hezbollah troops, as they could adjust their defenses according to Israeli troops movements. This made the Israeli offensive much harder.

We will explore in the following chapter how information warfare was used through the ages, how it is used today and the various forms information warfare can take. We will finally discuss the future of information warfare.

Electronic Warfare
Electronic warfare (EW) is the use of the electromagnetic spectrum to deny its effective use by an adversary.

As the use of electronics became more prominant in warfare, so did the need to jam, disable, or destroy enemy devices while protecting friendly devices.

EW is a necessary part of any modern military operation, and it has become a type of arms race that is parallel to the development of actual, physical weapons.

Electronic warefare is also the use of electronics to gain information about adversaries so that physical weapons can be put to more effective use.

Cyber Warfare
Cyber warfare is the use of the Internet and the Web to conduct offensive and defensive operations against servers and/or websites to disrupt the enemy's presence on the Internet. This type of electronic warfare is commonly used to spread propaganda on the Internet and to attack symbols of power.

Web vandalism is a common way to achieve such goals by small organizations as it requires little knowledge and material. Web vandalism consists in replacing webpages of an enemy's by one's own and/or shutting down the opponent's servers by using massive Denial of Service attacks on the enemy's systems. Web vandalism is usually of little consequences and rarely results in informations theft and is mainly use for propaganda.

No wide use of cyber warfare has been used as of today. Some attacks have been reported recently as the U.S Commerce Department claimed to have been attacked by Chinese hackers We should expect cyber warfare to be more and more common as many nations are rapidly extending their technological expertise.

title: Seminar in Information Warfare


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International Relations/Liberalism

Liberalism
Liberalism seeks to defend and protect individuals' personal, civil, social, and economic rights and freedoms. Often, it is categorized by a laissez-faire style of government. There are two different branches of Liberalism: reform liberalism and classical liberalism.

Classical Liberalism: The key points of classical liberalism are private property, open competition, individual rights and freedoms, self-interest, economic freedom, and rule of law. Remember the acronym POISER.

Reform Liberalism: Reform liberalism is quite similar to classical liberalism; both adopt the belief in private property, open competition for a strong economy, individual rights and freedoms, and rule of law. Reform liberals stray from classical liberals with the notion of equal opportunity (the belief that everybody is entitled to good education and healthcare) and also value collective interest.

History
Classical Liberalism was started in the mid-1700 as a reaction against absolute monarchy, religious persecution, and feudal economical and social constraints.

Reform Liberalism began in the late 1800s. It was a reaction against the effects of unconstrained capitalism and socialist ideas. Some key thinkers of this ideology include J.S. Mill, J. Dewey, J.M. Keynes, and J. Rawls.

Views
Liberalism in general believes that the rational self interest of people will improve society. It also focuses in limited government, individual rights, free trade, and equality. While both branches of liberalism idealizes these values, they have different views on how those should be achieved. Reform liberalism promotes equality of opportunity and the ability to enjoy rights (positive liberty) as a way to encourage democracy. Government policy should be used to create equality. Classical liberalism discourages government intervention and emphasizes free competition (negative liberty).

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

title: International Relations/Liberalism


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International Relations/What is International Relations?

What is International Relations?
International Relations is a branch of Political Science dealing with interactions between actors (typically states) in the international system. There are several schools of thought which claim to provide a theoretical model for International Relations, and therefore understand or even predict the behavior of actors on the world stage. Theories of International Relations can be broadly classified into Rationalist and Constructivist groups.

The term "International Relations"
The term "International Relations" is used to describe a phenomenon in its broader sense and therefore is wider than "International Politics" which as a term describes exclusively military and political relations.

The term "International Relations" came to existence at a time when "nation" was considered identical with "state". This identification became much more visible during the second part of the 19th century, when the right of every nation to aquire its own government emerged. This right was particularly outlined at the beginning of the 20th century in the League of Nations Charter, in which the term "state" was actually replaced by "nation". Because of the fact that the League Of Nations was the first important international organization this connection between "state" and "nation" was instituted. From this point on and despite the fact that "International Relations" literally refer to relations between nations, the term is widely used to describe the relations between states.

With the creation of international/ multinational organizations came the transformation of the international environment which changed the role of the state. At this point the international organizations are thought to be one of the international actors along with the states. Because of the shift of influence described above, the term "International Relations" may refer to the relations between international organizations. In this context "International Relations" reflect a more limited view as they are mainly about political and military relations known as "high politics" and economic relations known as "low politics".


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Talk:Peace studies

Hello to everyone working on this
I hold an undergraduate honours degree in Peace Studies, and am currently in the process of getting my MA in Conflict Studies. Please let me know if I can help out on the project. Adtrace 03:34, 13 June 2007 (UTC)

I had hoped to make a Peace Studies program
In Strategic Studies. Good thing someone else is taking care of it.

Would you like it to be a part of the School of Strategic Studies as well as the School of Political Science? Davymast 20:12, 16 October 2006 (UTC)
 * If you don't mind that, I think it would be great.--Dnjkirk 02:21, 17 October 2006 (UTC)

Simulations
I've been putting together a Project on simulations, and I think your Peace Studies program may find some uility there. If you'd like to collab, we could also put simulations of international cooperation and the formation of K-groups, for example, into simulation design. There could be simulations for conflict resolution, things like that. See: Project:Strategic_Simulations--Dnjkirk 05:37, 21 October 2006 (UTC)

title: Talk:Peace studies


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Why The Question

Human language is a very flexible tool that allows us to generate a seemingly endless series of questions about the world we find ourselves in. Some aspects of the universe are very well hidden from us, so if we are curious about the world then we are driven to keep asking questions that cannot be easily answered. Some people find it frustrating to be subjected to these circumstances and hope that there is a "foundation", an ultimate set of questions and answers that will provide an end to our questioning.

One modern incarnation of the desire for a solid foundation is found in attempts by physicists to devise a Theory of everything.

title: Why The Question


text: User talk:Renamed user hnfdauinrv

title: User talk:Renamed user hnfdauinrv


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User talk:Scribe~enwikiversity

The Question
I've posted a comment on Talk:The_Question. Would like to hear your input before making any amendments to the intro. RichMac 04:34, 10 November 2006 (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 Scribe. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Scribe~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 23:56, 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) 06:21, 19 April 2015 (UTC)

title: User talk:Scribe~enwikiversity


text: User talk:PhantomTrain

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Category:Metrology

This category contains the subjects related to the theory and practice of measurement.

title: Category:Metrology


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Developmental psychology/Chapter 2/Birth

Conception
Before cells can divide, genes come together into 23 couples - chromosome pairs. The DNA sequences comprising genes always go to the same location of a particular chromosome, which for convenience are numbered from biggest (1 - most genetic material) to two smallest (22) plus the sex chromosomes (XX female, XY male). Eggs (ova) from Mom and sperm from Dad are special cells that contain a single set of 23 chromosomes. Conception completes the chromosome set and cell replication and differentiation begins: chromosome pairs separate and move to opposite sides of the nucleus, the nucleus (and cell) divides, individual chromsomes replicate into a pair and the process reiterates.

There are three things that determine how an individual develops, nature or the genome, environment or experiences, and individual choice or self. The more we understand about the genome, the clearer it becomes that while genetic information, significantly influences both development and behavior, it fully determines neither. If the genome was all determining than identical twins would develop and act the exact same. In human development and behavior genetics and the environment instead productively interact with one another, both contributing unique and valuable information to the emergence of distinctive individuals. The environment also has an affect on development and environment and nature combined are not the only determinates in how an individual will develop. Self is real, important, and able to influence an individuals fate.

What the genome provides is a personalized distillate of the collective experiences of one's ancestors and an important contributor to one's individuality. It is information to be reflected on, savored, and valued, rather than to be feared. The "innate" is real, important, and doesn't define how a person will develop. People often feel that they know things idependently of any experience they have ever had. This is not only absolutely true, but completely understandable' it does not require a belief in the supernatural. All organisms are born with a vast amount of information from generations of their ancestors' experiences with the world. It is information to be reflected on, savored, and valued, rather than to be feared. Nor are genetics at war with "free will", any more than is the environment.


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User:Wvanheemstra

Put information about yourself and your school (EAC) here.

title: User:Wvanheemstra


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User talk:Wvanheemstra

Congratulation on completing the first assignment.
Thank you for completing the first assignment for the WikiU Film School. The link to your PDF file is [[Media:SBTDS Script Wvanheemstra.pdf]].

If you wish, I will send you the free disk for Lesson #2. Instructor: Robert Elliott 16 October 2006.

title: User talk:Wvanheemstra


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Introduction to Strategic Studies/Policy by Other Means

part of the School of Strategic Studies Class two of thirty in the Course: Introduction to Strategic Studies

Summary
The objective of this class is to identify the established reasons nations go to war and the refutations of these reasons. We will seek to make some sense out of the utility (or inutility) of warfare as defined so elegantly by Carl von Clausewitz as "policy by other means."

Introduction
This will introduce you to the issue and the questions to be posed in the class.

Readings
This will delineate the readings that should be done prior to undertaking the exercises in this class.

 * Blainey, Geoffrey (1988), The Causes of War (New York: The Free Press)
 * Clausewitz, Carl von (Edited and Translated by Michael Howard and Peter Paret)(1976), On War . Princeton: Princeton University Press. ISBN 0-69101854-5. Read chapters 1 & 2.
 * Smith, General Sir Rupert (2005), The Utility of Force. The Art of War in the Modern World (London: Allen Lane-Penguin)
 * Waltz, Kenneth (1959, 2001), Man, the State and War (New York: Columbia)

Lecture
This is the text that will fill you in on how the readings relate to the topic, and what kinds of things you should take into account when looking into the reasons behind a given war. There is invariably more than one cause, and many more ways than one to look at the origins of a war. This lecture will propose a series of questions or issues to weigh when assessing the causes of a war.

Project
This project is a simple activity of looking at an existing page or wikipedia/books/media entry on a war. When you are ready, take the plunge!
 * /Project/

Denouement
This will detail what has been learned and encourage you to add feedback to this page from your own experiences from the project.


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Template:Strategic studies/Class

part of Strategic Studies =Summary= Short (100 word or less) brief on the object and utility of the class.

=Introduction= This will introduce you to the issue and the questions to be posed in the class.

=Readings= This will delineate the readings that should be done prior to undertaking the exercises in this class.

=Lecture= This is the text that will fill you in on how the readings relate to the topic, and is the main text of the class dealing with the subject matter. It may be handled like an article.

=Project= Briefly introduce the project(s) and how they fit with the learning material. Give any tips on the projects that need to be stated prior to opening the project (especially if the contents are supposed to be a bit of a surprise)

Policy by Other Means Project

=Denouement= This will detail what has been learned and encourage you to add feedback to this page from your own experiences from the project.

title: Template:Strategic studies/Class


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Talk:Collaborative play writing

Maybe a varient on "add the next line to the story" type game could work?--Rayc 15:01, 16 October 2006 (UTC)

Offer of source of material to write a play
Please feel free to take material from my dialogues with Abd, either from my blog or from here. —Barry Kort 13:22, 30 January 2011 (UTC)

music
Don't forget you can incorporate creative commons licensed music from Jamendo or ccmixter or mutopia. Choose tracks with seperate instrumental stems and posted lyrics for play theatres without a band. Tradimus 13:04, 29 January 2012 (UTC)

title: Talk:Collaborative play writing


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Introduction to Strategic Studies/Policy by Other Means/Project

part of Strategic Studies>Course: Introduction to Strategic Studies>Class on: Policy by Other Means

=The Project= This is a critical project that entails the finding, reading, and critiquing of an existing article or commentary on the causes of any war. The purpose of this project is to practice the analysis of international policy and hone the system of analysis presented in the Class. This creates a feedback loop.

Points to Remember
This will contain the coles notes version of the system of analysis given in the class.

=Instructions=
 * read the lecture and readings
 * analyze a piece of writing
 * internalize the process of analysis by doing a written piece or correcting or expanding a Wikimedia project
 * come back here and post your findings in the talk section
 * look back at the class system of analysis and see if it could be tweaked, expanded, or improved

=Active Participants=
 * User:dnjkirk - no project yet selected

Remember to post your findings or links to your work in the discussion page, and make suggestions for improvements to the Class based on your work!


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Wikiversity:Motto contest/Examples

Here are logo-name-motto examples using some of the Wikiversity logo finalists and motto finalists:

title: Wikiversity:Motto contest/Examples


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Talk:Seminar in Information Warfare

Thanks for getting this going!
Glad to see someone else working on projects in the Strategic Studies School!--Dnjkirk 15:55, 16 October 2006 (UTC)

 * Thanks to all. Are there going to be more indepth and detailed discussions of one or two particular topics?  Such as Hezbolla-Israel conflict?  So far the discussion here is rather brief.--Hillgentleman 12:39, 27 October 2006 (UTC)
 * I just jumped on this bandwagon today as this area is not my forté - I'm more of a steam-era strategist - but when it comes to the use of Information Warfare in the broader strategic context, I feel I have something to add to the discussion. Perhaps to jump-start the topic we should link it to the Computer Science School. As a matter of fact, I think I will do just that right now.--Dnjkirk 13:44, 27 October 2006 (UTC)
 * I have not heard of any actual full-blown cyber-warfare. Has there been any?Hillgentleman 15:04, 27 October 2006 (UTC)
 * Just to hand-waive a little (as I don't really know) I think it's important that Cyber-Warfare be defined before it can be identified as having happened or not. Could a concerted DDoS attack be considered Cyber Warfare? Could the Falun Gong hijacking of a satellite TV station in China be considered Cyber Warfare? Good question. Perhaps a project: define Cyber-Warfare.--Dnjkirk 19:57, 27 October 2006 (UTC)

title: Talk:Seminar in Information Warfare


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User talk:Cormaggio/Archive 1

Hey. Great thing this finally got started. Now, logo should be applied and everything. But, one thing I was interested in is the admin/bureaucrat status. You should apply now. I think every project should start with at least one bureaucrat and who better than you in this case? Cheers :) --Filip (§) 12:09, 15 August 2006 (UTC)

Hey Cormac, Welcome to Wikiversity ;)--Özgür 13:12, 15 August 2006 (UTC)

Welcome
Thanks for the welcome! I hope my edit to the Current Events was appropriate. I just think Wikiversity is a really cool idea, and I might be able to help in some way. I have some expertise in a few areas--music, Mandarin Chinese, and perhaps a few other areas. I'm trying to figure out where to start. This is such a big idea; I'm having trouble even wrapping my head around it. :) --Fang Aili 15:53, 15 August 2006 (UTC)

 * what aspect of music would you be interested in working on in Wikiversity?  Well, I just created Music. Perhaps it should be called School of Music, though. I'm an advanced classical pianist and have some skill with music theory. I can play a bit of guitar and like to dabble with any instrument I can get my hands on. I can sing in tune. But I don't know how to transfer those skills into an online learning format yet. --Fang Aili talk 16:14, 15 August 2006 (UTC)

Course format ideas
Right now I'm thinking that perhaps we can create week-long or even day-long courses. This way we start small and it's not so overwhelming. (A "day-long" course would mean, perhaps, 2 hours of learning and study--a time length reasonable to the average person who works during the day.) There could be "weekend" courses too, which are more concentrated, or something. (I am way late coming to this project; I know it's been in the works for some time and perhaps this has all been hashed out from here to eternity already...) --Fang Aili talk 16:14, 15 August 2006 (UTC)

Sysop me?
Hi, I am now also here WiseWoman - can you Sysop me, or do we have to have an election :) --WiseWoman 20:59, 15 August 2006 (UTC)

Portal namespace
I think Wikiversity should have a portal namespace. I wrote a little about how I think portals would function for Wikiversity. I suspect that "schools" will also function like portals, but there are going to be Wikiversity portals that do not fit into a conventional list of schools. --JWSchmidt 01:18, 16 August 2006 (UTC)
 * Someone already created the Wikiversity "School" namespace. We just need what Wikipedia already has, a "Portal" namespace. The pages in the Wikiversity portal namespace will have names such as "Portal:Learning materials". --JWSchmidt 12:47, 16 August 2006 (UTC)
 * That was done last night. I'm not sure what use case there is for a separate Portal namespace. Do you have an example? -- sebmol ? 13:01, 16 August 2006 (UTC)

 * I urge we think through the implications of using "school" to title a namespace. I would argue such a name space, if really needed, should be renamed as "subject" (though some might have problems with that term) or "topic" or some other term. Using "school" has problems discussed on the colloq page -- and there are more problems that I don't have time to write about this week. This should be considered before settling on a basic very up front naming convention and structure. Doug 17:08, 16 August 2006 (UTC)

Ok, discussion here please - not here :-) Cormaggio 17:14, 16 August 2006 (UTC)

 * Okies. Regarding the research page issues - I'll look at those next week. Have fun :) Doug 17:58, 16 August 2006 (UTC)

Help
It appears we're importing from two different projects... -- sebmol ? 18:10, 16 August 2006 (UTC)

You've...
...got mail! :) -- sebmol ? 11:17, 17 August 2006 (UTC)

Could you join us for a few minutes on IRC? -- sebmol ? 13:37, 18 August 2006 (UTC)

Great Success with Wikiversity
Hi Cormac, Wishing you more great success in this effort. --Ermeyers 12:04, 17 August 2006 (UTC)

Interwiki list
Hi Cormac, I proposed that Wikiversity be added to the Interwiki map at Interwiki map, so that the Main Page can be fully implemented.:) Eric --Ermeyers 15:52, 17 August 2006 (UTC)

Research page
I added a lot of issues and some bits of content to the Research page. Reswik 05:37, 18 August 2006 (UTC)

greetings Cormaggio
Hi. Of course I know User:Dbl2010 from Turkish projects. at many places he's kind of ¨the man¨ :). Well I'm not that much into politics and bureucracy of wiki projects. They bore me! I'm only about contributing with articles and having my say in votings pertaining to policy-rule changes and things like that.

I don't have teaching experience myself but at the third year of med school I have a lot of being taught experience! :) First thing I want to do here is to add my lesson plans (as you said) and teaching material I obtained from university resources. I literally have GBs of material almost all appropriate for this place!

See you around!--Suleyman Habeeb 13:30, 18 August 2006 (UTC)

RE:welcome
I know how that is, I'm working on my master's thesis right now. Wikiversity is a distraction to keep me sane after writing all day.--Rayc 14:03, 18 August 2006 (UTC)

hello from smithgrrl (formerly prof chaos). my interests are comp lit, german lit, french lit, lit theory, women's lit, satire, creative writing (avant garde fiction and literary sf). i can read french and german, and my written french isn't bad. so i'll look forward to helping out here at wikiversity!--Smithgrrl 19:43, 19 August 2006 (UTC)

Mentors/custodians
Please make sure that mentors/new custodians have both agreed to accept eachother. --JWSchmidt 14:41, 19 August 2006 (UTC)

Nomination for checkuser status
I decided to push for somebody on this project to get checkuser status, and I felt you were logical as the first person to get nominated.

Mind you, this is something that shouldn't take too much time, but it is added responsibilities. It is also something that I think is going to take months to accomplish as the bar for acceptance has been set way too high. Yes, I've complained openly and loudly on Foundation-l about this topic. I should have screamed even louder when the policy was being made, but I was very busy at the time. --Robert Horning 16:03, 19 August 2006 (UTC)
 * Further details.....
 * I added your nomination to Candidates for Custodianship. Mind you, I am not even sure if your candidacy will be successful, and I expect this nomination to be here for over six months.  By that time you might not be quite so busy?
 * The actual duties I would imagine would be quite light, and comparable to the actual bureaucrat-only functions in terms of the tools only very rarely ever being used. See also Checkuser Policy
 * Some of this is also political, as I would like to see some people other than on Wikipedia projects get this status. This has been an ongoing issue for both Wikibooks and Wikisource, who have both tried unsuccessfully to get candidates nominated with this status.  We really need two very strong candidates to get this to work, even if all you are being here is just a "trophy" nomination.  --Robert Horning 16:58, 19 August 2006 (UTC)

Hi
Hey man. Thanks. Yea I got home today and thought I'd do something constructive with my time. Just writing the main article now, and creating some images for it to help explain it... I'm in deep though and trying to explain it is coming hard but don't worry, I enjoy the challange ;) --Dom0803 16:52, 19 August 2006 (UTC)

Thanks!
Cormaggio: thanks for letting me know! I'll do my best and hope I don't let you all down! Atrivedi

Bot
Hi; I don't know yet what its purpose will be :) Maybe it will just stay here wearing its boots if nobody needs it. I intend to write a short policy about bots and request bot status for it to prevent it from cluttering recent changes if somebody needs its help. guillom 09:51, 20 August 2006 (UTC)
 * I beat you with a match or something if you make another policy page ;-) Let's just have one page for bots that shortly explain what they do and how to request status. -- sebmol ? 09:58, 20 August 2006 (UTC)
 * I agree with Keeping It Simple (Stupid). Cormaggio 10:03, 20 August 2006 (UTC)
 * We've actually already been ridiculed for having more policy pages than content and getting bogged down with policy discussion. -- sebmol ? 10:09, 20 August 2006 (UTC)
 * We need to focus on content - absolutely. But we also need to get set up. But have we been ridiculed? Where/by whom? Cormaggio 12:02, 20 August 2006 (UTC)
 * I agree. Setting up means IMO figuring out a set of principles of what the project is (we have that) and the foundation of how we treat each other (we have that too). A lot of the small stuff that's listed on the policies page is premature, I think. In regards to ridicule, I'd rather not give names, but this isn't some random user either. I'm at a point actually where I'm considering deleting the list of proposals and moving all the discussion to the right talk pages. -- sebmol ? 12:22, 20 August 2006 (UTC)
 * I've made it as stupid as I could :) Here is the draft : Bots. I've proposed it as a policy just to make sure other people than me agree with it. guillom 11:25, 20 August 2006 (UTC)
 * Btw: from the very beginning I've been saying let's have content, we'll see later for other stuff. guillom 11:28, 20 August 2006 (UTC)

Hi
Hi Cormaggio, thank you for your greetings. It is just so exciting to see the first steps of Wikiversity. --Javier Carro 10:47, 20 August 2006 (UTC)

Ooooooh...it's blue!
Hi there! Thanks for the welcome :-) I was surprised to see the new messages bar blue in colour, as opposed to orange. Yes, I worked on the Reference desk for quite a while over there. It's still one of my favourite pages. Your name sounds really familiar to me, but I'm not sure if we have interacted much on Wikipedia. Maybe we'll get to know one another better here!

I'm really excited about this project - at the moment, I am sort of wondering whether to focus on developing course notes to accompany content on Wikibooks, or whether to try an entirely different approach. I'm not sure what exactly needs to be accomplished here, but my approach at the moment is simply to publish material, and get feedback from that to move forward. Ah, it should be fun the next few months! --HappyCamper 12:15, 20 August 2006 (UTC)

hello
I'm a Candidate for Custodianship....I done all perfectly for the request? bye --Dario vet 14:21, 20 August 2006 (UTC)

Thanks!
Hey! Just wanted to thank you for the nice note. I hope I'm up to the challenge! I'm trying to figure out what to do now :) ~ATrivedi

Logo
Thanks, but believe me, it was really nothing to do, one click was enough! guillom 12:50, 21 August 2006 (UTC)

 * I hope she wasn't waiting for this page ;) guillom 16:36, 23 August 2006 (UTC)

Exams
I've just talked to some of the devs, and they gave me some good links to look at with respect to exams/quizs, Quizzes, m:User:Sent/Poll. They said to ask you about it. I also am going to put a note on the computer science topic takl page, see if anyone wants to start work on this.--Rayc 01:31, 23 August 2006 (UTC)

 * I'm also tracking the idea of providing quizzes via a special page extension; posted some comments on the Colloquium. robchurch | talk 11:48, 24 August 2006 (UTC)

Username change
Hello Cormaggio! I wonder if you could help me out here. It looks like User:Rayshan would like to be at User:Ray Shan instead. Could you check this out, and see if this is what the user would like to do? I left a message for them to come over here, but I thought I might add this little tidbit here as well. Cheers, HappyCamper 13:53, 23 August 2006 (UTC)

Image:Wiki.png
guillom 19:48, 23 August 2006 (UTC)

Copied from User talk:David Levy
Hi David, welcome to Wikiversity. Hope you stick around :-). What's your interest(s) you'd like to pursue here? Cormaggio 11:00, 24 August 2006 (UTC)

 * Hello! I'm particularly interested in media studies (my academic concentration at the college that I currently attend).
 * Thanks for the kind welcome (and for injecting some much-needed sanity into the "rounded corners" debate). —David Levy 11:25, 24 August 2006 (UTC)

Re: Blocks
I had blocked User:950855 because the name appeard to be a random string of numbers. It appears that such blocking isn't in the username policy any more. What should I do?--digital_metalk 00:57, 25 August 2006 (UTC)

Thanks from Ray
Thanks for trying to rename my userpage (although I don't think you actually accomplished it). Looking forward to working with you on this great project. Rayshan 22:11, 25 August 2006 (UTC)

Main page redesign
Hello again! You commented on the proposed main page design, so I'm inviting you to view a modified version that I created. If you have the time, please post your opinion at Wikiversity talk:Main Page. Thank you! —David Levy 08:38, 26 August 2006 (UTC)

Re: Hi
Hi, I'm from Didsbury originally with my own house in victoria park. I'm resitting first year exams at the moment. Electronic materials and devices caught me out by 4%. What is your dissertation on? Unsigned comment by RobLevy, 26th August, 2006

Thanks for the welcome
Thanks Cormaggio for the welcome! I'll move the 3D Algebra learning project out and park it under Maths? Still uncertain how things work here, but learning happily. I was just uncertain about this learning project because I'm trying to make a low entry point, but this means going against some of the normal conventions for Geometric Algebra (for eg, I'm using $$\mathbf{x}, \mathbf{y}, \mathbf{z}$$ as the basis vectors rather than the de facto $$\mathbf{e_{0}}, \mathbf{e_{1}}, \mathbf{e_{2}}$$, because x,y, and z, are much more "visualise-able" to high-school maths students). Other people who are already familiar with Geometric Algebra might not appreciate it... oh well, guess i'll find out.

I'm still a bit confused with a few things though:
 * Can a Learning Project also be a Research project? Because I think that's what this will be?
 * As it's a research project, I guess it shouldn't have the "Topic:Investigating 3D Geometric Algebra", but instead be simply "Investigating 3D Geometric Algebra"? Is that right? *confused*.

Thanks for any help, and thanks Cormaggio for the encouragement. Michaelnelson 21:05, 26 August 2006 (UTC)

Reply to "Imports and custodians"
"moving work from Wikibooks and getting it in order here." <-- I am not sure if you have seen this: Help with the migration of Wikiversity pages from Wikibooks. I wish we had started such a system for getting the help of non-custodians long ago.

"monitoring this process closely" <-- I have a specific priority import mission right now. The Wikiversity community previously developed a list of schools and I am trying to get all of those pages imported to our new "home". I hope to finish this task today, doing so will probably depend on how much community support I get through this.

"recommend people to become custodians or offer to mentor" <-- While I favor systems that make it relatively easy for people to become custodians, I will not mentor someone who shows no true interest in the project. I tried to recruit User:Rayc as a custodian but we will apparently not have this valuable participant around much in the near future (real world duties). I am willing to mentor User:SB Johnny, who is a new administrator at Wikibooks. Please use your promotion tool to give User:SB Johnny sysop status (see:Probationary custodians).

"need new custodians" <-- I think we do need more custodians since many of our current custodians are not active.

"let me know if you need me to do anything here" <-- I think it is useful if you can continue to keep up your contacts with groups like the special projects committee, as long as that does not take too much of your time. Sebmol has really saved the day down here "in the trenches" from the technical angle.

"fully into everything by the end of September" <-- We are well into the shake-out period of finding out who really has an interest in the project. Many people are still dejected and bewildered by the fact that Wikiversity is not going to be an instant ("Just add water!) free university granting online degrees. My main regret at this moment is that I do not have time to develop the kind of exciting learning projects we need to attract Wikiversity participants....I am too bogged down in tasks like importing pages from Wikibooks. I think it is useful if you can continue to "voice" support for learning projects that might grow into the kind of "pilot projects/demonstration projects/proof of concept" projects we dreamed of long ago. In addition to the needed "service projects" to guide Wikiversity participants towards work in support of Wikipedia and Wikibooks (which I have not had time to set up) I am ready to make a major push for a Wikiversity emphasis on "debate clubs".....these will be "seminar type classes" with stimulating topics that will attract participants. Anything you can do to help spread the idea of "learning by doing/talking/editing what you love" will be a help.--JWSchmidt 12:52, 27 August 2006 (UTC)

 * "the word about learning by doing etc. goes, well, that's one of the main messages that needs to be heard by all newcomers. I think we need to really work on making Wikiversity understandable and usable for the newcomer I really should put it all into one of our introductory pages sometime soon" <-- Maybe a good start would be a statement from you about this at Colloquium. --JWSchmidt 17:47, 27 August 2006 (UTC)
 * I put some thoughts about "the main messages that needs to be heard" in Portal:Education. --JWSchmidt 16:39, 28 August 2006 (UTC)

re:Block me
Thanks for bringing that to my attention. I added Template:checkuser because...Ican't remember. I use a version of it at Wikipedia to check my logs etc, but this version is not the best way to go here. I don't know why I didn't notice it before. And I think perhaps a vesion of Welcoming committee should be set up here. Starting from the early stages of the project allows us the ability to ensure that every single account gets a warm welcome. - Trevor MacInnis 20:18, 1 September 2006 (UTC)
 * Sure, but I've actually updated Template:Welcome to the same format as my subpage, so you can make your edits there. As more Policy and help pages are created they should of course be added in. - Trevor MacInnis 14:22, 2 September 2006 (UTC)

Hello
I don't imagine I will be very active here. I am definitely committed to Wikisource and I already have more projects in mind than I can complete there. Not even counting the time it takes to keep up with foundation issues (which is unfortunately necessary). But I probably will pop-in and check on policy stuff. At Wikisource it is hard to get people to chime in on policy issues, much less find dissenting voices. So I tend to watch other projects to find a wider opinions on policies. Still I hope to find an exciting program here that I can't resist taking part in at some point. Another WS contributer put a note about some work being done at WS which I think might be more suited for a research project here. It really doesn't fit the inclusion guidelines at WS. I would appreciate it if you could take a look. Let me know if you have any questions.--BirgitteSB 01:42, 2 September 2006 (UTC)

Sexist Language
"I've already seen sexist language used as what a user thought was the purpose of Wikiversity" may have been a reaction to: "the goal of this project is to teach a man all the things (positive ofc) possible". --JWSchmidt 10:50, 5 September 2006 (UTC)

Journals
Thanks for your response to my suggestions - I was wondering whether a few pages could be created, maybe one concerned with the expansion of resources available to wikiversians in general, and also subsidiary pages concerned with specific aspects of that - e.g. a page devoted to the discovery and communication of where freely available online journals are and a page devoted to increasing the numbers of specialist books available to wikiversians (perhaps by some of the means I have suggested)?

Jimbobalina2005 19:05, 8 September 2006 (UTC)

IRColloquium
I was thinking of posting a notice to create a monthly or bimonth meeting on IRC that would act as a brainstorming meeting. I also want to find out if off site meeting notices would work. In the future, we could have three times on the same day, and have on wiki voting to deterime the topic. What do you think of the idea?--Rayc 00:35, 22 September 2006 (UTC)

Bureaucrat action required
I am willing to mentor User:Draicone as a probationary custodian. Please activate User:Draicone as a sysop. --JWSchmidt 01:17, 26 September 2006 (UTC)
 * Someone else took care of it. --JWSchmidt 13:16, 26 September 2006 (UTC)
 * "Sorry for not being to hand in time" <-- It was no problem. I guessed you might be back today. Somebody must have gotten impatient and posted a request for help at the meta wiki. See you next week. --JWSchmidt 14:27, 26 September 2006 (UTC)

Will you join us again sometime in IRC? -- sebmol ? 06:40, 27 September 2006 (UTC)

New broom
Hi Cormac. Well, I thank you, this was very quick! I don't know if I deserved such fastness, but thanks.

I have talked to Kevin on IRC and we'll talk together when he comes back to Toulouse, so as he can tell me what you've talked about.

Cheers! :) guillom 22:54, 28 September 2006 (UTC)

title: User talk:Cormaggio/Archive 1


text:
Template:User ja-3

cs:Šablona:User ja-3 es:Plantilla:Usuario ja-3 fr:Modèle:User ja-3 it:Template:Utente ja-3 ja:Template:User ja-3 pt:Predefinição:User ja-3

title: Template:User ja-3


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Category:User ja-3

List of users who can contribute with an advanced level of Japanese.

 * ja-N : User whose mother tongue is Japanese.
 * ja-3 : User can contribute with an advanced level of Japanese.
 * ja-2 : User can contribute with an intermediate level of Japaneses.
 * ja-1 : User can contribute with a basic level of Japanese.

title: Category:User ja-3


text: Category:Neuroscience

title: Category:Neuroscience


text: File:StratStuds.jpg

title: File:StratStuds.jpg


text: Template:User Strategycontrib

title: Template:User Strategycontrib


text:
School:Neuroscience

Welcome to the School of Neuroscience! FACULTY OF LIFE SCIENCES Biology · Marine Sciences · Medicine · Neuroscience · Biomechanics· Dentistry · Nursing

Welcome to the Wikiversity Center for Neuroscience, part of the Life Sciences.

Neuroscience is the science of animal nervous systems and exploration of how brains make minds. The Center for Neuroscience is a Wikiversity content development project devoted to learners who want to explore the biology of nervous systems in animals and how they generate animal behavior, cognition and consciousness. Neuroscience includes many subdisciplines specialized for investigation of nervous system structure, development, evolution, genetics, biochemistry, physiology, pharmacology, and pathology. The Center for Neuroscience works in close collaboration with other Wikiversity development projects such as Psychology, Life Sciences, Statistics, Computer Science and Medicine.

Courses

 * Fundamentals of Neuroscience Featured article candidate.svg
 * Portal:The Science Behind Parkinson's
 * Psycholinguistics

Seminars

 * Artificial Consciousness
 * Brain Imaging
 * Chemistry and consciousness
 * General Psychopathology
 * Memory (biological)
 * Neurobiology of emotion

Incomplete pages

 * Cognitive psychology
 * Evolutionary biology of nervous systems
 * Human eye development
 * Mathematical modeling of neural networks
 * Neuroethics

Proposed pages

 * Plasticity of nervous systems, learning, memory
 * Cellular and molecular components of nervous systems
 * Neuropharmacology - drugs and nervous systems
 * Nervous system-machine/prosthetic interface engineering
 * Psychophysiology - how psychic processes are provided by the nervous system
 * Nervous system regulation and regulatory dysfunction
 * Exogenous/endogenous determination of neuronal structure and function
 * Gender inequality: Why are women so often left out of clinical research?

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here:
 * Kernsters

Resources

 * A list of recommended resources can be found here

title: School:Neuroscience


text:
Category:Automobile technology

Automobile technology related topics

title: Category:Automobile technology


text:
Talk:Chain mail

Pliers
For jewelry or colored rings it is usefull to use pliers without teeth and no sharp edge. This help to do not scratch the rings. Also, some people use pliers with nylon jawed. Look for available replacement nylon jawed. But for string material or with a low gauge wire, teeth are usefull to have more grip on them.

Pliers with springs to help work for longer period of time

title: Talk:Chain mail


text:
Peace studies/Templates

=Organisation of Departments and Learning Projects in the Division of Peace Studies= This is a brief discussion of the organization of the Division of Peace Studies.

Departments
Learning projects are grouped into departments. Learning projects are organised within departments according to subject and difficulty level.

If there is not a current department suitable for the learning project you wish to create, please create a new department.

Learning projects
Learning Projects are Wikiversity's version of university courses. The are more akin to a course unit or a single university lecture than to a complete university course.

In depth discussions on the philosophy behind wikiversity Learning Projects are available in the Learning Projects Portal, the Learning Projects Wikiversity page, and on the Wikiversity Naming Conventions page.

More than one Wikiversity department can offer the same learning project; those departments should cooperate to develop the learning projects that they have in common.

Learning Projects should be created using the 'Topic:' namespace.

Creating or contributing to a Learning Project
Creating and contributing to Learning Projects is a key part of the Wikiversity learning process. Please contribute anything that you are able to.

Aims and Objectives
As soon as a project is created, the aims and objectives and expected learning outcomes of the project should be clearly stated. This is to ensure that learning materials contributed to the learning project are relevant. It also allows students partaking in the learning project to be aware of the expected learning outcomes.

Introduction to the Topic
As a priority, a brief introduction to the topic of the Learning Project should be given. The length of this introduction will vary according to the topic, but should always be less than 2,000 words.

Learning Materials
Learning Materials for a learning project are to be organised under relevant subheadings. Learning Materials include 'Main Namespace' links, links to internet sources, suggested books to read, and assignments.

Reading Lists
Readings in reading lists should be organised according to topic. A brief summary of the reading should be given.

Initially, learning projects may just contain links to relevant readings on the internet. As more people learn from and contribute to the learning project, reading material will be created within the learning project using 'Main Namespace' links.

Assignments
Learning projects should involve assignments. Initially, the assignments should be based around contributing more to the learning project. Once the learning project has sufficiently expanded and matured, other assignments may be set.

Assignments may or may not involve writing, depending on the Learning Project and the expected learning outcomes of the project.

title: Peace studies/Templates


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Portal talk:Irish

Archive
I've designed a new Portal for Irish. Because most of the content on here was non-language-related, I decided to create a combined Irish Studies portal with a tab for the Irish language and a tab for Irish cultural/area studies.

Because most of the discussions on here related to past versions of the Portal, I've archived them. The archive templates here on Wikiversity don't seem to work as I expected, but they're archived to: Portal talk:Irish/Archive 1. Chapka (discuss • contribs) 19:43, 15 August 2020 (UTC)

title: Portal talk:Irish


text:
History of Quebec and Canada/Study Guide/Topic 1: Concepts of Colonization

What were the two opposing views or concepts on the colonization of New France? The two opposing views centered around whether New France should develop as a colony based on settlement or as a colony based on the exploitation of the fur trade.

Characteristics of a colony based on settlement

Its purpose was to create a society in New France similar to that in France through settlement. To have such a colony it would need to send to New France farmers, priests, soldiers, administrators, women, and artisans. The colonizers wanted a diversified economy not an economy based solely on the exploitation of the fur trade. This concept of colonization had the support of the King, religious orders and colonizers. Characteristics of a colony based on the fur trade

Its purpose was to exploit the fur trade for the benefit of merchants and fur trading monopoly companies such as the Company of 100 Associates. Basically, they wanted New France to be a fur-trading outpost. To have such a colony it would need mainly men meaning merchants, coureurs de bois, independent traders and company agents. Settlers were not welcome as they were expensive to bring over and they could act as competitors in the fur trade. The fur traders only wanted to develop and exploit the fur trade since it did not require a large initial investment and it was very profitable. This type of colony had the support of the fur trading companies, fur traders and merchants. Throughout most of New France's history, despite some attempts at settlement,  the colony of New France was based on the exploitation of the fur trade. A major factor behind this was the belief in the economic theory of mercantilism. Do the following questions on concepts of colonization. 1. WHICH OF THE FOLLOWING STATEMENTS ARE ASSOCIATED WITH THE ESTABLISHMENT OF A TRADING COLONY ? 1. The costs of transporting and settling the population were paid by the King. 2. France wanted to recreate its way of life in New France. 3. France invested little, thus allowing the chartered companies to operate freely. 4. The high density of the population made it easy to defend the territory. 5. The exploitation of a single resource was the driving force behind the development of the colony.

A) 1 and 2                                                       C) 3 and 4 B) 2 and 5                                                       D) 3 and 5 ANSWER: A B C D

2. The following words or phrases can be associated with either a trading colony or a     colony of settlement.

WHICH THREE COULD BE ASSOCIATED WITH A COLONY BASED ON     SETTLEMENT?

1.   Indian alliances                                      4. exploitation of fur trade 2.   chartered companies                              5. farmers, priests, and soldiers 3.   villages and towns                                  6. diversified economy

A)   1,    2,    3                                                       C)    2,    4,    6 B)   1,    4,    5                                                       D)    3,    5,    6 ANSWER: A B C D

3. In 17th century France, there were opposing views on colonization in New France. Some argued that the colony should be kept as a source of raw materials, while others believed it ought to be settled by people who would build farms, villages, and towns.

WHICH OF THE FOLLOWING PERSONS OR GROUPS SUPPORTED THE SETTLEMENT OF THE COLONY?

1. the king/colonizers                                 4. merchants/traders 2. the coureurs de bois                               5. the chartered companies 3. the religious orders/missionaries A)    1     and     4                                                         C)    2     and     5 B)    1     and     3                                                         D)    3     and     5 ANSWER: A B C D

Go On To Topic 2: Mercantilism


text:
History of Quebec and Canada/Study Guide/Topic 2: Mercantilism

What is mercantilism? Mercantilism was an economic policy, popular in the 17th and 18th centuries in Europe, which stated that a country's wealth and power was best served through the accumulation of gold and silver and raw materials. Because most nations did not have a natural abundance of such precious metals, the best way to acquire them was through trade. This meant striving for a favorable trade balance, that is, a surplus of exports over imports. Foreign states would then have to pay for imports in gold or silver. State action, an essential feature of the mercantile system, was used to accomplish its purposes - to sell more than it bought to accumulate gold bullion and raw materials. In the case of New France, fur was the raw material. France imported raw materials, such as furs, from its colony, New France, and transformed them into finished products (beaver hats) to be sold back to the colonies and to other countries. Beaver Hat Consequences of mercantilism on New France New France became a trading colony whose main economic role was to supply furs to the mother country and to purchase manufactured products from the mother country. Furs account for more than 70% of the colony's exports and the fur trade is directly responsible for the large expansion of territory. Do the following questions on mercantilism. 1. The measures below describe aspects of 17th century mercantilist economic policy. The colony had to obtain its supplies from France. The colony exported enormous quantities of furs to France. Hat-making was forbidden in New France. STATE TWO CONSEQUENCES OF MERCANTILISM FOR FRANCE AND ITS COLONY, NEW FRANCE. 1. It enriched the mother country. 2. It promoted the development of agriculture. 3. It allowed New France to be less dependent on France. 4. It stimulated population growth in New France. 5. It limited economic development in the colony. A)    1     and     4                                                           C)     2     and     3 B)    1     and     5                                                           D)     2     and     4 ANSWER: A B C D

2. WHICH OF THE FOLLOWING SETS OF STATEMENTS APPLIES TO THE POLICY OF MERCANTILISM?

A) · The colony was free to develop its industries.       · The colony had to expand its boundaries to the maximum.

B) · The colony could trade freely with other mother countries.       · The colony sold its manufactured goods to France.

C) · The colony exploited furs in particular.       · The colony was quickly settled because of the chartered companies.

D) · The colony was a source of raw materials for France.       · The colony bought manufactured goods from France.   ANSWER: A B C D

3. WHICH OF THE FOLLOWING DOCUMENTS DESCRIBE THE EFFECTS OF    FRENCH MERCANTILISM ON THE DEVELOPMENT OF NEW FRANCE ?

1. "Along the river banks there appeared numerous sawmills, where logs       were sawed into boards and beams." 2. "Furs represented 70 percent of total exports; agricultural products, 18       percent; fish, 9 percent; iron, 1.3 percent." 3. "It is marvelous to see their country. They have beautiful towns, with       mail-coach service. They even havecarriages." 4. "New France was disallowed to manufacture beaver hats in the colony." 5. "For forty years we have worked to convert the natives, without much       success. A)     1     and     3         B)     2     and     4        C)     2     and     5         D)     3     and     5   ANSWER: A B C D

4. WHICH STATEMENT INDICATES THAT MERCANTILISM WAS HARMFUL TO THE GROWTH OF THE COLONY'S POPULATION?

A)   France tried to establish various industries in its colony. B)    France promoted economic diversification. C)   France signed long-term trade treaties with the Amerindians. D)    France developed only one natural resource in its colony. ANSWER: A B C D

Go On To Topic 3:Territorial and Military Consequences


text:
History of Quebec and Canada/Study Guide/Topic 3: Territorial and Military Consequences

What were the territorial and military consequnces of the fur trade on New France? Territorial Consequences The most important territorial consequence for New France was the growth of its territory.

Over a period of one hundred fifty years New France's territory spread from a tiny colony on the St. Lawrence River to one that extended from the Atlantic to the Prairies, and from the lands surrounding Hudson Bay to the Gulf of Mexico. The demands of the fur trade and missionary zeal led to the exploration of the continent by explorers such as Jolliet and Marquette, LaVérendrye, LaSalle, Father Albanel and Radisson.

Military Consequences The fur trade brought about a series of alliances with the Native populations. The French allied themselves with the Hurons and Algonquians while the Dutch, and later the English, allied themselves with the Iroquois. This led to numerous battles and skirmishes between the Europeans and their Native allies over the control of the fur trade. In 1649, the Hurons were destroyed by the Iroquois forcing the French to use coureurs de bois as their middlemen in the fur trade.

The expansion of New France's territory also brought about the

encirclement of the English colonies. The English felt threatened by this since their own expansion westwards and their access to fur resources was now limited. This as well leads to numerous battles and wars and to the eventual conquest of New France by the English in 1760. Try the following questions on the Topic 3: Territorial and Military Consequences 1. IDENTIFY ONE CONSEQUENCE OF THE FUR TRADE IN NORTH AMERICA. A) the expansion of the territory of New France B) the establishment of farming areas C) the substantial increase in trade with the English colonies D) the search for a route to Asia ANSWER: A B C D

2. WHICH THREE OF THE FOLLOWING STATEMENTS RELATE TO THE FUR TRADE AS IT WAS CARRIED OUT IN NORTH AMERICA?

1. The fur trade provoked military confrontations between the French, the English and their allies. 2. The fur trade was controlled by chartered companies who obtained a monopoly in return for fulfilling certain obligations. 3. The fur trade favoured the development of agriculture. 4. The Amerindians became wealthy as a result of their participation in the fur trade. 5. The fur trade led to the expansion of the colony's territory. 6. As a result of the fur trade, New France had a rich and diversified economy.

A)    1,     2    and     5                                     C)     2,     4    and     6 B)    1,     3    and     6                                     D)     3,     4    and     5 ANSWER: A B C D

3. WHY DID NEW FRANCE EXPAND ITS TERRITORY?

A)   To convert as many Amerindians as possible to Christianity B)    To find new sources of gold and silver C)   To find new land for settlers D)    To find new land to supply the fur trade ANSWER: A B C D

TRY THE FOLLOWING SYNTHESIS TYPE QUESTIONS DEALING WITH MODULE 1.


text:
Talk:Multilingual worksheet

This resource has a test implementation at Pen Pal Wiki, an online system for multilingual correspondance.
 * Background: "More about this new template CQ made. I think it should have another link for each language, a link to a page which tells people how to use the site to get a pen pal (either listing themself or finding one), eg. Getting a pen pal, Obtenir un correspondant (please don't quote me on the French translation, I'm only a high school student and I've never been to a French-speaking country). This page, I believe, would be important because more people will be using this wiki to get a pen pal or list themselves than contributing to it by making a new article, and it should be easy for them to get help in doing this." Markdarb 03:42, 16 October 2006 (UTC)

Native language perspective
The sixteen languages in the study are listed in order of estimated number of native speakers: zh, es, en, pt, ru, ja, de, ko, fr, it, pl, ku, ro, nl, sv, eo Our next task is to break these down into some grouping that make sense from the native speaker perspective. Since eo is a constructed language, it comes out first.

The site is quite young, mostly of English speakers, so the users_en group takes on the role: host. An earlier directive presented by the founder of Pen Pal Wiki and agreed on by concensus, resolved that the site would be as multilingual as possible. The challenge seems a good one for a multilingual studies learning group, so here we are.

My own thought, was to constrain the initial set of languages to those sixteen, but once I saw the 16X16 table, I'm inclined now to work from a much smaller "vector" of more or less "neigboring" languages: en, de, nl, sv, pl, fr, es, pt, ... ko, ja, zh Since we have a Chinese department here at V, perhaps some one from that end would like to extend a hand this way. Please chime in below with thoughts and reactions. Go the extra mile/kilometer and sign in to the Pen Pal Wiki. We're setting up categories, templates and main pages and doing the initial translations. It's really kind of fun! CQ 01:56, 17 October 2006 (UTC)

Language selection
What criterion was used to select the 16 languages used here? Can other languages be added at will? I question somewhat the selection of Kurdish, Esperanto, and Romanian over say Hindi, Farsi, Cantonese, Hebrew, or even Catalan. (For what it's worth, my university currently offers courses in Hindi, Farsi, Cantonese and Hebrew, but not in Kurdish, Romanian, or Esperanto.) The Jade Knight 04:48, 17 October 2006 (UTC)
 * The idea was to just get the ball rolling and come up with a structure for adding languages, as resources and translators become available. The testbed (Pen Pal Wiki) is far from established, so languages can be added/removed from the listing. The selection of those 16 was somewhat arbitrary based on translations and resources that were available. This is all very new. CQ 01:29, 18 October 2006 (UTC)
 * I guess I still don't really understand what this is all about. How does this relate to the Wikia project?  What is the goal?  What are the pages supposed to be?  The Jade Knight 06:58, 18 October 2006 (UTC)
 * Would a Kurdish-speaking person question the selection of Kurdî or likewise a speaker of Română ? The multilingual worksheet is to gather resourses for learning and teaching about multilingualism and translation. You want Hindi, Farsi, Cantonese and Hebrew, then join the project and add them!

 * The Pen Pal Wiki is about making new friends who speak different languages. It will help train new traslators by providing a place for native speakers of different languages to speak casually as "penpals" learning not only a different language but a different culture.

 * This worksheet is to help with translation from one language to another, the goal being to present the same content on pages for each language. (Main Page/en, Main Page/de, Main Page/zh, etc.) These can be compared in each native language to the foreign language of new penpals. CQ 17:13, 18 October 2006 (UTC)

 * Maybe I'm just thick, but I still don't understand what this is about. Is this a place to try to coordinate translation of Beta pages?  A place to find penpals?  The Jade Knight 04:23, 19 October 2006 (UTC)

Express Multilingualism
Wikiversity:Multilingualism should soon be imported to the English and German Wikiversities in a synchronised fashion in my opinion. A Multilingualism page ought to have a language-neutral page like the one at beta.wikiversity.

I'm not sure how the architects of Wikiversity are planning to implement multilingualism, but as a pathetically monolingual person, I hope an express learning path can be created. That's the idea behind the little worksheet, which I hope can morph into a Translator's Workbook or such.

Our Pen Pal Wiki project will happily provide an external testbed for extending and testing the language-neutral paradigm. If you have time, please help out over there.

I welcome any kind of feedback. Thanks Jade, for challenging the LANG16 choices. They are simply examples to illustrate how challenging this process is. The final model will be too big to handle. I need some input on how to constrain it to a practical size based on participation. (Practicum)

The upper left hand corner will have to look like this for current Wikiversity purposes:

However, it should be easily expanded on a learner-by-learner basis using something like this listing. I'm thinking we should build a learning path Practicum that will eventually certify much-needed translators.

The founders or the Pen Pal Wiki would like for their table to be based on Language speaker data and participation on their site. There is much interest in East/West (Orient/Occident) translation there. If you want to get involved there, read Wikia first.

I would like to here from custodians here about policy effects and Wikiversity multilingual structure. Wikiversity the Movie/multi-lingual is a consideration also. Please talk to me. CQ 22:03, 18 October 2006 (UTC)

Clarifications
The following should be clarified:
 * The goal of translation is to ensure that the source and the target texts communicate the same message.

What's the source, and what are the target texts? I don't understand what this refers to. Beta material? Wikiversity coursework?
 * "Wikiversity is Multilingual"

Equivalent Wikipedia policies should be summed up here so that the reader understands what is being referred to without having to try to read a large article/page to get the gist of it. Also, seeing Wikiversity:Multilingualism doesn't clarify anything, and only exacerbates this problem.
 * "Suggested Reading"

For some background on what? This page? This is somewhat confusing, and descriptions of links would be helpful.
 * "Codes"

Not a clarification issue, but make sure this project isn't limited to languages with Codes. If so, Norman would get left out, among others. (PS, is there any way to link to a foreign language Wikipedia without using a hyperlink?)
 * "Meaning"

I don't really understand this section. That's the damage for now. The Jade Knight 06:41, 19 October 2006 (UTC)

 * OK. I've completely refactored the page now. I think I even have it in the wrong School. Maybe it should be in Linguistics? I'm lost now. CQ 03:17, 20 October 2006 (UTC)

title: Talk:Multilingual worksheet


text: File:SBTDS Script Wvanheemstra.pdf

title: File:SBTDS Script Wvanheemstra.pdf


text: File:SBTDS Script Ciprian2.pdf

title: File:SBTDS Script Ciprian2.pdf


text:
User:Barcex

I'm at w:es:Usuario:Barcex

es:Usuario:Barcex

title: User:Barcex


text:
Talk:Peace studies/Templates

I like these changes
These are good changes to the basic templates. I think I may want to go back to Strategic Studies with some of your ideas!--Dnjkirk 07:49, 17 October 2006 (UTC)

title: Talk:Peace studies/Templates


text:
User:James086

Hi, I'm James from Perth. I'm an admin on the English Wikipedia.

title: User:James086


text:
Elementary logic

Logic does not let us know whether specific statements or claims are true or false.

Logic allows us to test whether propositions or arguments are valid or invalid and on a higher level if arguments are valid or fallacious. A fallacy is a provable error in a chain of reasoning due to the form of the argument itself. The conclusion does not follow or is not proven by the preceding argument or set of presented facts, assumptions, and statements.

Single Statements
A proposition is a statement that can be either true or false. It is a claim.

Consider these statements: I am human. 1 + 1 = 2 Roses are red and violets are blue. These statements can be either true or false. Negations of these statements are: I am not human. 1 + 1 ≠ 2 It is not the case that roses are red and violets are blue. which are also statements.

Operators
As for the operators, the basic operators are as follows:

If p and q are both propositions,

 * Negation: Not p (meaning p is not true)
 * Conjunction: p and q are both true
 * Inclusive Disjunction: p or q or both
 * Exclusive Disjunction: p or q but not both
 * Conditional: If p is true then q is true (but not necessarily the other way around)
 * Biconditional: p is true if and only if q is true (meaning they are either both true or both false)

The NAND, NOR and XOR are all combinations of these (not-and, not-or and not-biconditional respectively)

Multiple Statements
Two or more statements (which we will call "X" and "Y") can be joined together with logical operators to form larger statements (which we will call "Z"). These include but are not limited to:
 * AND - Z is true if both X and Y are true. If either or both are false, Z is false.
 * OR - Z is true if either of X or Y is true. Z is only false if both X and Y are false.
 * NAND - Z is true if at least one of X or Y is false. Z is false when both X and Y are true.
 * NOR - Z is true if both X and Y are false. Z is false when X or Y or both are true.
 * XOR - Z is true if either X or Y is true. Z is false when both X and Y are true, or when both X and Y are false.

title: Elementary logic


text:
Origami

Origami is the art of folding squares of paper. Projects may be made of one or more sheets of paper, with the pieces folded and held together without the use of glue, tape, or string. One of the most popular models is the paper crane.

Origami is basically a Japanese art where "oru" meaning "folding" and "kami" meaning "paper". The art was originally developed by the Chinese, but later spread to the Japan because the Japanese started producing paper more efficiently and hence their paper was a lot cheaper than that produced by the Chinese. Slowly the art spread across the world and written instructions were produced in the form of books. Today, a lot of material is easily available in the internet.

In education, origami can be used in primary grades for art and geometry lessons without any stretch of the imagination. Grade school students are able to learn and fold very well (although there are plenty of advanced and complex techniques to keep people interested all their life). In addition, it's certainly a useful topic in any cultural study of Japan, though it is also an interesting part of Chinese and Spanish history as well. A teacher who likes origami would have no problem working something into any school subject.

Practicing origami has frequently been shown to help develop spatial skills and other cognitive processes.

Origami folds
Almost all origami books use an internationally known set of symbols which are well represented elsewhere. Here are a few of the most important ones:

Examples

 * /Examples 1/
 * /Examples 2/

title: Origami


text:
User:Mikec

This is Mikec's user page. See also talk page.

title: User:Mikec


text: File:Repcolor.jpg

title: File:Repcolor.jpg


text:
User:Godoflight

Hi, I attend my final year at a german high school (grade 13) and am very interested in languages.

I spent one year in the USA recently

title: User:Godoflight


text:
Crochet

Yarn
There are many different materials that can be used for Crochet. Strips of fabric, string, wire, ribbons, and embroidery threads can all be used although yarn the most commonly used. The best yarn to use for crochet is a smooth and firm one as this achieves the best results.

Hook
The hooks used for Crochet come in a variety of sizes but in two basic styles: Standard Crochet Hooks and Tunisian Hooks.

Standard Crochet Hooks
Hooks can come in a wide variety of sizes, colors, and materials. The type and size of hook will be determined by the pattern and the thickness of the thread.

Tunisian Hooks
Unlike regular crochet hooks these have a cylindrical shaft and knob at the end to prevent stitches from falling off. These specialized hooks are used for Tunisian Crochet, a specialized form of Crochet. They are also known as 'tricot needles'.

Tape Measure
A tape measure to measure ones work is of great benefit in checking tension.

Scissors
A sturdy and sharp pair of scissors are necessary for cutting the ends off yarn.

Stitch Markers
These are used to mark a place in a piece of work. The purpose may be to indicate a change in color or stitch, or it may be used to calculate the number of stitches up to that point. Needles or safety pins make adequate stitch markers.

Tapestry Needles
Are necessary to stitch away the ends of yarn that are left over on a project after the crochet work is completed. This is a necessary process to tidy up the work and to ensure that the ends do not start to unravel the completed work.

Things To Keep in Mind
Make note of which way you hook something. Over can give a different result from under. Do it the same way every time for even rows. Keeping an even tension on the yarn helps make the project come out neater. Don't pull it too tight- You probably have to poke the hook back through that hole later. Also, keep track of the number of stitches in a row. If you know how many stitches you should have, it's easier to find out if you missed one.

The Chain
The basic unit of crochet is the slip knot. If you pull the end of the yarn at the working edge of the unfinished project, you should be able to completely unravel it. Think of it as a huge, elaborate slip knot. To see how the basics of crochet work, you don't need to start with a hook. Mark one end of your rope. Make a slip knot. /*add a picture*/ Make a loop at the base of the slip knot using the marked end of the rope. /*add a picture*/ Pull this loop through the loop of the slip knot. /*add a picture*/ Make another loop with the marked end and pull it through the last loop you made. /*add a picture*/ Continue to do this a few more times until you have a chain that looks like a braid on one side. /*add a picture*/

Practice this until you can make a chain without any twists. You are now ready to do this with a hook.

Double
When working from a chain, yarn over. Insert hook into third chain from the hook. Yarn over. Pull through the chain stitch. Yarn over. Pull through the first two loops on the hook. Yarn over. Pull through the two remaining loops.

When working the second row, chain two, yarn over and insert hook in the second stitch of the row. Yarn over. Pull through the stitch. Yarn over. Pull through the first two loops on the hook. Yarn over. Pull through the two remaining loops

Video Stitch Guides: (Right-handed), (Left-handed)

Projects

 * Clothing
 * Hats
 * Scarves
 * Sweaters
 * Skirts

 * Jewelry

 * Satchels

 * Household
 * Afghans
 * Pillows
 * Floormats
 * Bowls
 * Toys
 * Washcloth

title: Crochet


text:
Talk:Web Design/PHP challenges

InsayneWrapper - There's alot more to PHP than just databse interaction...
 * Yes... it never ends! I'd be more than happy for a PHP Challenges 2 - I just wanted to provide people who are beginning to learn PHP (and for that matter, beginning to learn how to program) with some challenges that (1) do not require much background knowlege, and (2) are very practical and immediately useful. Do you have an idea for a second set of challenges? I'd love to hear about it! Michaelnelson 05:31, 18 October 2006 (UTC)

In regards to PHP Challenge 4: I have tried to explain things without explaining that $_POST variable is an array.

It might be simpler to link to an explanation of arrays (POST in particular); then the challenge could be worded better. --Jawboot 09:45, 3 March 2007 (UTC)

I thought the isset in PHP Challenge 4 wasn't needed, so I removed it. Jawboot 10:38, 7 March 2007 (UTC)

Formulas
Can you have more examples of formulas where you break down one first eg. To work out how long someone is awake take away the time thay wake up from the time you go to bed. In PHP $timeawake = $wake - $sleep;. When learners are confident with that have them work out a formula for themselves.

Thats just too easy. I 9 year old could do it so its not a challenge.

Idiot box
Is there any reason to use the slang "idiot box" as opposed to the more standard "television" or something like "screen activities"? Surely the slang will just confuse many readers and turn them off unnecessarily. 04:40, 2 July 2007 (UTC)

 * How about "Tube Time Survey"? --Kneiterd 15:07, 21 September 2007 (UTC)

Extra challenge
"Use the students' current year at school to work out how many years they have left at school"

Exactly how am I supposed to do this? How do I know what kind of course the student is on? --Kneiterd 15:07, 21 September 2007 (UTC)

title: Talk:Web Design/PHP challenges


text:
Filmmaking Basics/Animated Storyboard/DAZ 3D Figures

Lesson

 * Lesson #009: Selecting the models for the animated version

The pages of this Lesson

 * Title Page
 * Page 1 - DAZ 3D figures → You are here!
 * Page 2 - Poser Figures
 * Page 3 - Koshini and Friends

Current Location

 * Wikiversity (English) $$\Leftrightarrow$$ Humanities $$\Leftrightarrow$$ Art and Design $$\Leftrightarrow$$ Fine Arts $$\Leftrightarrow$$ Film and Television $$\Leftrightarrow$$ Narrative Film Production $$\Leftrightarrow$$  Course #01 - Learning the Basics of Filmmaking $$\Leftrightarrow$$ WikiU Film School - Lesson #009: Selecting the models for the animated version $$\Leftrightarrow$$ Page 1 - DAZ 3D figures

Parental Warning: Possible Nudity.

Who DAZ ?
Zyogote (the father of DAZ 3D) created the models for Poser 3 and Poser 4.

DAZ has a free digital puppet animation program called "DAZ Studio".

DAZ has free figures for DAZ Studio.

Therefore, DAZ is a good place to start our search for digital puppets for the 3D storyboards and the animated movie.

Where DAZ
DAZ has two related website with various levels (mostly designed to confuse people, I think).

Start by looking at the main DAZ website at | www.daz3d.com. Notice the two links to the FREE DAZ Studio and the FREE versions of Michael and Victoria.

Download DAZ Studio
To start, download the DAZ Studio User Manual PDF (3.77 MB).

Then, if you wish and if you have lots of disk space and a very powerful computer, you can download DAZ Studio. Notice that there are both downloads for Hi-Bandwidth and Low-Bandwidth. About 70 MB. Notice that they have had over of 211,000 downloads.


text:
Filmmaking Basics/Animated Storyboard/Poser Figures

 * Lesson
 * Lesson #009: Selecting the models for the animated version

 * The pages of this Lesson…
 * Title Page
 * Page 1 - DAZ 3D figures
 * Page 2 - Poser Figures  → You are here!
 * Page 3 - Koshini and Friends

 * Current Location
 * Wikiversity (English) $$\Leftrightarrow$$ Humanities $$\Leftrightarrow$$ Art and Design $$\Leftrightarrow$$ Fine Arts $$\Leftrightarrow$$ Film and Television $$\Leftrightarrow$$ Narrative Film Production $$\Leftrightarrow$$  Course #01 - Learning the Basics of Filmmaking $$\Leftrightarrow$$ WikiU Film School - Lesson #009: Selecting the models for the animated version $$\Leftrightarrow$$ Page 2 - Poser Figures

Poser vs Poser Figures
Poser was the software that started this industry. Therefore, "Poser figures" is the name that is given to all of these figures... even if they are compatible with the current version of Poser or not. This get confusing so I simply call these figures "Digital Puppets".


text:
Filmmaking Basics/Animated Storyboard/Koshini and Friends

 * Lesson
 * Lesson #009: Selecting the models for the animated version

 * The pages of this Lesson…
 * Title Page
 * Page 1 - DAZ 3D figures
 * Page 2 - Poser Figures
 * Page 3 - Koshini and Friends  → You are here!

 * Current Location
 * Wikiversity (English) $$\Leftrightarrow$$ Humanities $$\Leftrightarrow$$ Art and Design $$\Leftrightarrow$$ Fine Arts $$\Leftrightarrow$$ Film and Television $$\Leftrightarrow$$ Narrative Film Production $$\Leftrightarrow$$  Course #01 - Learning the Basics of Filmmaking $$\Leftrightarrow$$ WikiU Film School - Lesson #009: Selecting the models for the animated version $$\Leftrightarrow$$ Page 3 - Koshini and Friends

Parental Warning: Possible Nudity.

Why Koshini and Friends

 * Good News
 * The figures from Lady Littlefox called "Koshini and Friends" are not as realistic as the Michael and Victoria figures. That means Koshini and Friends will be much easier to animate.

 * The Bad News
 * Kiki is one of the figures for Koshini and Friends. She is a YOUNG PERSON which is what we need.  The problem is there is no OLD PERSON for Koshini and Friends.


text: User talk:Godoflight

title: User talk:Godoflight


text:
C Sharp/First Program

Hello World
Using Visual Studio 2008, we will create the famous "Hello World!" example in a C# console application.
 * Create a new project (File->New->Project)
 * Select Visual C# in Project types
 * Select Console Application from the Visual Studio installed templates
 * Click OK

Now we're ready to write some code. The project should have a file called Program.cs. Open that file to edit the code that will execute.

Program.cs
Note that you don't need the string[] args part of your loop. In fact, you can omit it like so:

Note: In the end of your C# program, for VSCode or Visual Studio, you need to add Console.ReadKey; or else the program will close after executing the last line of code in the static void Main or static void Main(string[] args) loop.

Remarks
Ensures that the program will use the System namespace. The System namespace includes the console class, which is necessary for input/output operations with the console. It is important to note that each line of code terminates with a semi-colon (unless an open curly bracket is used).

Places the following code into the ConsoleApplication1 namespace. Later on the programmer may choose to create a namespace with their name or company name. It is important that this namespace name be unique so that it does not conflict with other namespaces when unintended.

An open curly bracket signifies a block of code. All the code that falls between { and its corresponding } will be affected by the line of code prior to the opening bracket. In this case, these two brackets ensure that all the rest of the code falls within the namespace ConsoleApplication1.

The main entry point into the program. When a console application runs it looks for the method entitled Main(string[] args). After the method is found the program will begin to execute at the first line after the Main entry point.

Console Output
The following code outputs a line of text to the console. This code needs to be inserted just after the entry point of the program.

The code can be compiled and run by pressing F5 or by Debug->Start Debugging. The code will output Hello World! to the console, and then quickly shut down. To pause the program we can ask the program to request that the user hit a key.

Note: Double forward slash (//) is one method for creating comments in the code. Any text after the // is ignored by the compiler until the next line. Comments are used for many reasons. Here we explain the purpose of code that may be unclear just by reading the code.

Congratulations! We've created a fully functional C# program using the console. Check out Where To Go Next to find the next lesson.

Hello World with Windows Forms
'Using Visual Studio 2003, we will create the famous "Hello World!" example in CSharp (Also referred to as C#).'

'''First Create a new project. '''

Do this by following these steps:

1) Start Visual Studio

2) Select the Menu item: "File"

3) Select the Sub-Menu item: "New"

4) Select the Sub-Menu item: "Project"

5) Select Project Types: "Visual C# Projects", Selecting Templates: "Windows Application"

6) For Name: type "HelloWorld", then select the 'OK' button.

Congratulations you have created a new project!

'''Now, let's create our "Hello World!" example.'''

1) In the Solution Explorer on the right, you will notice your "HelloWorld" project has several files. Using your mouse, double-click the Form1.cs file.  You will see that Form1 now displays in your viewer in [Design] Mode.

2) Now Select this [Design] mode Form1 with your mouse. Right-click and select "Properties".

3) You will see a list of what are called Events. These events are messages your windows form can respond to.  Select the "Load" event and double-click this.

4) This will take you to [Code] Mode. You will see the following code displayed after double clicking the "Load" event: 5) in between the two curly braces (ie: "{  }") type the following: 6) Here's what you should see: 7) Run the program to see "Hello World!" by Pressing and holding down the two keys: CTRL F5

8) This will start your program and you will see a message box display "Hello World!"

Congratulations you have made your first C# program! --Darshan Arney 21:58, 17 October 2006 (UTC)

title: C Sharp/First Program


text:
User:DarshanArney

Darshan Arney

Arney Consulting

Asp.NET Freelance Internet Developer. Specializing in Asp.Net/C#. Interested and actively contributing to the wikiversity for all things C#!

recent articles:

My First C# Application: Hello World!

title: User:DarshanArney


text:
MediaWiki talk:Group-sysop-member

Should this be changed to "custodian"?
 * No, don't think so, because in Special:ListAdmins, it's a "flag" attached to each custodian, much like the bureaucrat "flag" if the custodian also has that bit. TeleComNasSprVen 09:39, 14 November 2010 (UTC)

title: MediaWiki talk:Group-sysop-member


text:
Talk:Algorithms

I find the introductory example overly compley and, well, wrong. You do not specify in which direction the digits are read, you could just as well read the digits from A from left to right and the ones from B from right to left. You refer to the "end" - but there are two ends, which one.

Why not take an everyday algorithm, such as making pasta with tomato sauce (this introduces a parallelism, which might not be wanted), or knitting a sweater? It is too late in the evening to do so now, but this needs fixed. --WiseWoman 22:33, 17 October 2006 (UTC)

A good illustration of algorithms is the problem of pairing socks (a lecturer of mine acctually brought a large bag of socks in the first two lecturers of a module on performance of algorithms). I thought this is useful for introducing many of the concepts of space- and time-complexity of algorithms. --CrazyTalk

I removed this (as suggested by WiseWoman)
(This was replaced by the Toast example I wrote. feel free to switch them back around)

Example
You have probably been taught as a young child in school how to add two numbers on a piece of paper: add each pair of digits, as well as the carry value. A way to write this in a stricter, computer-like language may be as follows:

input A, B for each digit a in A, digit b in B    set temporary digit to a + b + carry if temporary digit >= 10 reduce temporary digit by 10 set carry to 1 otherwise set carry to 0 end if add temporary digit to end of result end loop if carry = 1 add carry digit to end of result end if

title: Talk:Algorithms


text:
User:Teckid1991

I'm new to java and am learning it in High school this year. I'm also new to editing/creating wikipedia pages. I'm planing on contrubting to the java section of wikiversity. Thats pretty much it :)

title: User:Teckid1991


text:
Engineering thermodynamics

Learning Resources

 * /Steam tables/ External links are available for printable steam tables for use by students. We also have a few quizzes and an unfinished MATLAB project to create steam tables.
 * The /Compressibility factor/ is an underdeveloped Wikiversity resource tells us the extent to which steam obeys the Ideal gas law.
 * The /Joule-Thomson effect/ is under construction, but Wikipedia's Joule-Thomson effect isn't bad. Eventually we want to develop this resource and include it, with wikiquizzes,  in a college course.
 * /Quizzes/ (We need a lot more. Please contribute because if we had this many we could begin to significantly reduce the cost required to educate engineers.)
 * /Gallery/ of images for future use by editors.

External resources

 * CoolProp CoolProp is an open-source database of fluid and humid air properties. It claims to have been formulated based on the most accurate formulations in open literature, validated against the most accurate data available from the relevant references.
 * Thermophysical Properties of Fluid Systems (NIST) is probably the best on the web for making Steam tables at all pressures.
 * Wikibooks Engineering Thermodynamics
 * LearnChemE screencasts on Thermodynamics
 * Engineering Thermodynamics - A Graphical Approach by Israel Urieli
 * http://webbook.nist.gov/chemistry/fluid/ generates large steam tables, but in form difficult to convert into files that can be read by a computer

title: Engineering thermodynamics


text:
Heat transfer

Types of heat transfer
There are 2 primary mechanisms by which heat is transferred from a hotter material to a cooler material:

Conduction
This occurs when two solid objects are touching, within fluids, or between touching fluids and solids. Some materials conduct heat much better than others. For example, metals generally conduct heat better than wood. Good thermal conductors, at room temperature, often feel cool to the touch, as they conduct body heat away from the hand of the warmer person.

Example
A brick house absorbs heat from solar radiation during the day, on the surface of the bricks. This heat slowly conducts through the bricks and heats the house only after it reaches the inside edge. This may take several hours. Thus, houses can actually be hottest after the Sun has set.

Convection
This type of heat transfer requires a fluid, which may be either a gas or liquid, and a force acting on the fluid, such as gravity. Convection occurs due to density changes in fluids when the temperature of those fluids change. In general, fluids become less dense when heated, but there are exceptions. In the case of a fluid which does become less dense when heated, the hotter portion of the fluid rises and the cooler portion sinks. Just the reverse would happen if the fluid became more dense when heated. If the fluid does not change density when heated, then no convection will occur, although much slower conduction within the fluid will still occur.

Example
Within the mantle of the Earth, hot magma rises to the crust, releases it's heat by conduction or by volcanism, then sinks back down to the hotter core and repeats the process. This sets up convection cells, where this process repeats in a stable flow pattern for millions or even billion of years. One result is that the location where hot magma rises produces a "hot spot" which creates a series of volcanoes as it punctures the crust as the continental and oceanic plates drift across. The Hawaiian Islands were created by just such a hot spot.

Chemical phase changes
Heat may cause solids to melt to become liquids, or liquids to boil to become gases. Some heat is absorbed by the phase change itself, and some may then be carried away by the fluid via convection. The combination of phase changes and convection cools an object quicker than convection alone.

Example
Blacksmiths often drop red-hot or white-hot metals into water in order to "quench" them. This causes the water to boil and carry the heat away as steam.

Radiation
Radiation occurs from all objects above absolute zero to every other object in its line of sight. This occurs when molecular vibrations cause particles to be emitted from the surface of an object. Many different particles may be emitted, depending on the temperature of the object. Different frequencies are thus emitted; including infrared, visible light, ultraviolet, radio waves, microwaves, X-rays, gamma rays, etc. Radiation is unique in that it is the only type of heat transfer which can occur across a vacuum. Radiation is an extremely quick mechanism for transferring heat (it occurs at the speed of light), provided the hotter object is very hot (thousands of degrees). Cooler objects don't radiate much energy. The radiation received by an object will be inversely proportional to the square of the distance from the radiating object.

Example
Radiation from stars, such as our Sun, is the method by which light and heat is given off to the planets.

Reaching equilibrium
Heat transfer within a material or between two materials occurs in both directions, but more heat is transferred from the hotter material to the cooler than from the cooler to the hotter. This process continues until the temperatures approach the same value within the material or between the two materials. At this point an equal amount of heat transfer will occur in both directions, and the system will remain at thermal equilibrium until some change is made to the system.

Lessons

 * Wikibooks: Heat Transfer
 * Cooling Towers: Design and Operation Considerations
 * Wikibooks: Automotive Air Conditioner: Material and Energy Balances (nothing yet available)
 * LearnChemE screencasts on Heat Transfer
 * Process Engineering Fundamentals - Heat transfer (Youtube)

title: Heat transfer