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Talk:Institutional ethnography

Bold textThis is an interesting topic "Ethnography" and how it applies to the social order that we are all apart of as Human Beings. The social context of our various societies are very prevalent in our youth. Whether we look at teenagers in California, or youth in Africa, or Europe, China, South America, where-ever we choose to really look you can see a wide range of Ethnographical behavior. From "Hip-Hop" to "Acid Rock" our children exemplify and most times set the standard of "Ethnography" in our cities, towns, and villages. Another medium that is directly linked to Ethnography is Music, look at any genre from cutting edge "Rock and Roll" like The Rolling Stones to the Country Twang of Dolly Parton, you can see and sometimes hear a social consciousness in the lyrics our musicians write. I have personally studied the works of Socrates and Plato, William Shakespeare, and even Stephen King, and the one thing all these writers have in common is "ethnographical" order or how we are depicted as men and women by our social strata and groupings.

If you look to your job and how you are put into a "Pecking Order" because of your position and grouping in the company, then you see "ethnography" at work. Any office I've ever worked in everyone in one way or another are put into social groupings or "ethnographical" order. This can sometimes cause "angst" among our groupings, whether intentional or not. The bottom line is we are all subject to the "Order of things" according to race, color, creed, and social grouping.

title: Talk:Institutional ethnography


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User:Emilio~enwikiversity

Info about me may be found at: http://aemilius.blogspot.com http://pp000280.home.mindspring.com http://360.yahoo.com/emiliofischman http://profiles.yahoo.com/emiliofischman http://members.msn.com/emiliofischman@hotmail.com http://web.icq.com/whitepages/about_me/1,,,00.html?Uin=5182909

Location: Sedalia, Missouri, USA

E-mail: emilio@newlifestories.com

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

title: User:Emilio~enwikiversity


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User talk:Emilio~enwikiversity

This is my talk page. Emilio 05:43, 3 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 Emilio. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Emilio~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:35, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:07, 19 April 2015 (UTC)

title: User talk:Emilio~enwikiversity


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File:Scriptmukesh.pdf

Used with the WikiU Film School Lessons

The formatted script from Lesson 1 of the WikiU Film School by Mukesh Tiwari.

title: File:Scriptmukesh.pdf


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General aviation

Classes of Pilot Certificates
In the United States, there are many different Pilot Certificates:
 * Student Pilot - This is issued at the time you pass your first medical exam and simply identifies you as a student.
 * Sport Pilot - This does not require a medical exam and allows very restricted use.
 * Recreational Pilot - This limits pilots in the number of passengers they can carry and distance they can travel.
 * Private Pilot - Pilots may travel any distance and may carry passengers, but may not receive payment.
 * Commercial Pilot - Pilots may receive payment.
 * Airline Transport Pilot - Airline pilots.

For each class of certificate (except Student Pilot) the pilot must pass a knowledge test on the computer, an oral examination by a Designated Examiner, and a flight test by a Designated Examiner. For each class of certificate (except Sport Pilot) the pilot must also pass a medical examination. Sport pilots are allowed to certify themselves as fit to fly.

Pilot Ratings
Pilots certificates contain ratings that specify which category aircraft the pilot is certificated to fly. Aircraft categories include: – Single Engine Rating (Included in Private Pilot lisence) - Multi-Engine Rating - Instrument Rating Your certificate only gives flying privileges for the category aircraft you trained for. To be able to fly other categories, you must also get the training and take the tests appropriate for them.
 * Airplane
 * Rotorcraft (helicopters and autogyros)
 * Glider
 * Lighter than Air (blimps and balloons)
 * Powered-lift
 * Powered parachute
 * Weight-shift-control aircraft

Training
It is not necessary to have any certificate to begin flying lessons. After some ground school and some flying lessons, it will be necessary to get your Student Pilot certificate before you can fly solo. For any certificate other than Sport Pilot, your temporary Student Pilot Certificate will be issued by a Medical Examiner when you get your Medical Exam.

You then continue with lessons until you achieve your Sport, Recreational, or Private pilot certificate.

All these are done in a flying school, under the guidelines of the FAA, Federal Aviation Administration. The rules with relation to certifications are listed in the FAR Part 61. The FAR has other rules and regulations laid down as well, applicable for a student pilot to a airline pilot as well.

The Recreational Pilot's does not allow you to make flights more than a radius of 50 nautical miles of the airport you take of from and you cannot carry passengers. A private pilot does not have such restrictions but cannot carry passengers for income.

The actual rules and regulations are as follows.

FAR61
subpart C
 * 1) REDIRECT 61.8161.81 	Applicability.

 * 1) REDIRECT 61.8161.83 	Eligibility requirements for student pilots.

 * 1) REDIRECT 61.8161.85 	Application.

 * 1) REDIRECT 61.8161.87 	Solo requirements for student pilots.

 * 1) REDIRECT 61.8161.89 	General limitations.

 * 1) REDIRECT 61.8161.93 	Solo cross-country flight requirements.

 * 1) REDIRECT 61.8161.95 	Operations in Class B airspace and at airports located within Class B airspace

Wikimedia

 * General aviation

title: General aviation


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User:Mkstiwari

My name is Mukesh Tiwari and I am from India.

 * Films give me extreme pleasure and Films are my passion and direction is what I want to do.
 * I am 23 years old.
 * I am doing a short term course in film direction from Mumbai, the Hollywood of India.

title: User:Mkstiwari


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User talk:Mkstiwari

 * To Mukesh Tiwari
 * Thank you for submitting the first assignment for the WikiU Film School lesson on script formatting. I sent you an email.  Let me kow if you did not receive it.  Robert Elliott 08:07, 3 November 2006 (UTC)

title: User talk:Mkstiwari


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Object Oriented Software Design

Object Oriented Software Design is an abstract practice that relates to Software Engineering or Computer Programming.

Schools: Computer Science | Engineering | Mathematics

Browse: Engineering and Technology

Background
Before software can be created, its purpose must be defined. The design of a piece of software is usually captured in some kind of document—all but the most trivial software projects benefit from good design documentation, particularly when there is more than one participant involved in the creation of the software. Two major classes of design documentation have been placed into practice:

 * 1) Requirements – The requirements define the intended functionality of the software for users and external systems. For example, one requirement of an automated teller machine is that the users that meet certain criteria must be able to withdraw cash.
 * 2) Specifications – The specifications state the constraints that must be met by users and external systems before the software will function properly (as defined by the requirements). For example, part of the specification of some automated teller machines is that the user must bring a bank card and swipe it in the machine. Users who do not comply with this part of the specification will be unable to use it.

The initial practice of designing software often focuses on creating work products that capture the desired requirements and specifications of the proposed software. There are many different approaches to software design, but most software will never reach a point where all of the desired requirements are met because the requirements will change and grow as soon as the software goes into use. So, software design is principally concerned with designing software that is expected to continuously evolve to meet an ever-changing list of requirements. It is far easier to make sense of software design and development processes when this crucially important, but subtle notion is grasped: good design is about creating software that can evolve and adapt over a long period of time and an indefinite number of versions, it is not chiefly concerned with creating a pristine finished product that is intended to remain untouched upon completion.

The first software was designed with a procedural paradigm in mind. The procedural paradigm envisions software simply as a list of instructions, usually contained across many files, to be executed. As computers became more powerful, programs grew to a size that made this approach unmanageable without adopting designs specifying complex organizational procedures for keeping track of all of the files containing these instructions. Since then, many programming paradigms have been envisioned, the most popular of which is the object oriented paradigm.

Supporting the object oriented paradigm is the process of object oriented design, or OOD. OOD aims to design software such that it is broken up into manageable chunks called classes. A class is a unit of code that contains information and defines behaviors that manage that information. In this way, the information managed by the class can only be changed by the outside world in the ways defined by the class. The world outside that class need not understand the details of how such information must be manipulated; ensuring that the information is complete and consistent is managed within the class itself, greatly simplifying the task of working with that information for the outside world.

Basics: Classes & Inheritance
The fundamental unit of an object oriented system is the class. A class is a set of data and the behaviors that operate upon that data. Each behavior is captured in a method, which is a function associated with a class. A class defines a type of object that can exist within the system.

It is instructive to consider an example. An object is related to its class much in the same way a specific dog (let's call him Rover) is related to the class of all dogs. In the object oriented approach we say that Rover is an instance of a dog. Similarly, we would refer to an object as an instance of a particular class. Just as Rover and Fido are two distinct instances of dogs, at any given time there may be many instances of a particular class existing in an object oriented system.

If we are designing an object oriented system designed to represent dogs, then, we would use this analogy to create a class called. On this class we can define variables like,  ,  ,  ,  , etc. We can also define behaviors that all dogs share such as  ,  ,  , and. The behaviors we define may use the state stored in the variables to determine how to correctly carry out the behavior (for instance, a large dog will eat more and bark louder than a small dog). When we instantiate, or create, a new dog we would initialize it with all the properties of the specific dog we wish to represent. So, even though we'd have two instances of the  class in our system,   and , they would exhibit the same behaviors in different ways based on their individual state.

There are three principles fundamental to the definition of all object oriented software: encapsulation, inheritance, and polymorphism. We will discuss each in turn, but it's important to realize that all three principles work in combination to define a particular class.

The principle of encapsulation refers to the scope and visibility of state within a class. It is important for each class to define behaviors usable by the outside world in such a way that the internal state is not known outside the object, nor would it be necessary for that state to be known for objects of the class to serve a purpose within the system. Encapsulation goes hand-in-hand with the principle of information hiding, which says that any information that need not be known by outside agents should be hidden from view. In this way, the outside world sees only what it needs to see in order to use the object, simplifying its usage. To use the example above, the  method of our   class might use a very complex algorithm based on the weight, height, and any other characteristics of that particular dog to calculate how much food it should eat when invoked. The outside world ought to regard the particular process used by the class with disinterest—it simply calls the  method and, from that outside perspective, the dog eats.

Inheritance refers to a particular relationship that two or more classes can share. After we define our  class, we may wish to design some classes that represent particular breeds: German Shepherd, Pointer, and Retriever, for example. All of these are different kinds of dogs. As such, any behavior or characteristic our more generic  class contains ought to also be contained by each of these classes. It would be a terrible waste of effort, however, to duplicate all of the work we've done defining those characteristics and behaviors on the  class. Furthermore, whenever we update such code shared by all dogs (such as when fixing a bug), we would have to apply the same update to all classes with copies of that same code. Fortunately, because object oriented systems allow inheritance, we need not define the same functionality multiple times. We can simply say that the different breeds of dog extend or inherit from the  class, and instances of those classes automatically get all of the characteristics and behaviors defined on.

Polymorphism refers to a particular feature of classes that define an inheritance relationship. Above, we said that a Pointer is a specific kind of Dog, and therefore the  class can extend the   class. Once this inheritance-type relationship is defined between these two classes, the outside world can treat any pointer specifically as a pointer, or it may also treat it more generally as simply a dog. When dealing with a particular instance, in fact, the outside world need not even know its dealing with a pointer. For example, if the  class defines an additional behavior unique to pointers, such as , when dealing with an instance of the   class—let's call this particular dog  —we may invoke the   method and observe Pointy point. However, if we are only interested in requesting that Pointy do things that all dogs can do, such as  and , we may forget altogether that Pointy is in fact a Pointer and simply treat him just as though he were directly an instance of the   class. Polymorphism is the ability of objects to behave as though they are instances of a superclass.

Design Patterns
Design patterns are well-recognized solutions to common design requirements. These are strongly recommended to study, as they provide clean & effective solutions which may be commonly used in many places throughout an application design. For learners, they provide good design options with less need to carefully evaluate OO principles.

The 'Gang of Four' Design Patterns book originally propelled design patterns to popularity.

Patterns are divided into 3 categories; addressing 'creation', 'structure', and 'behavioral' patterns.

Patterns of especial note include:-

Creational

 * Abstract factory
 * Builder pattern
 * Factory method
 * Singleton

Structural

 * Composite
 * Decorator/ Delegate
 * Facade

Behavioral

 * Strategy pattern
 * Chain of responsibility
 * Iterator
 * Observer
 * Visitor

UML
Considering & communicating OO design requires a common language to be understood. For OO, the most popular formalism -- besides code itself -- is UML.

UML defines widely-recognized diagrams such as Class diagram, Activity diagram, Use-Case diagram and Sequence diagrams which can effectively formalize & communicate design.

 * UML - Unified Modeling Language

OO Principles
Beyond a few classes, there become many possibilities with how to place behavior & structure responsibility in an OO design. OO principles help provide guidelines & metrics by which _good design_ could be formalized. They go beyond Design Patterns (though most were invented earlier); they provide the justification & underpinning by which design patterns were originally identified.

Various principles have been suggested or formalized. These include:
 * 1) preferring Composition/ Delegation to Inheritance;
 * 2) Law of Demeter
 * 3) Single responsibility principle
 * 4) Open/closed principle
 * 5) Liskov substitution principle
 * 6) Interface segregation principle
 * 7) Dependency inversion principle
 * 8) OO is more about 'doing' than 'being'

Statements of OO as a systematic set of principles include:
 * 1) SOLID: the "first 5 principles" for OO design
 * 2) GRASP: principles for assigning responsibility

About this lesson
Contributors, Mirwin, CQ and Twhitmore.nz can take you more deeply into this study, if you care to read on. If you know this topic and have something to contribute, You are quite welcome to sign up at the bottom of the page. Anyone can edit this page or contribute anonymously.

Anyone can ask a question, post a comment or read in-depth discussion on the Talk page.

Where would you like to go from here?

Instructor picks: Software Engineering • Object-Oriented Programming • UML - Unified Modeling Language

Other Kinds of Computer Programming

Resources
Below are some Object Oriented Software Design learning materials and more links

Links for tutorials, Ebooks, and other materials available online
Data Structures and Algorithms with Object-Oriented Design Patterns in Java

An index of object oriented technologies and online reference materials.

A Stanford Course Page with useful links.

Introductory Articles

 * http://www.developer.com/tech/article.php/3304881 – Excellent material! Navigation is hell. Have requested permission to insert index/TOC links here.

The articles listed and linked to directly below are written by Matt Weisfeld are [www.developer.com available to read for free] and are good starting points for chapters in a book he has written. The |Object-Oriented Thought Process, is also available.

 * 1) The Object-Oriented Thought Process
 * 2) Moving from Procedural to Object-Oriented Development
 * 3) Object Relationships
 * 4) Thinking in Objects
 * 5) Furthering the Object-Oriented Mindset
 * 6) Exploring Encapsulation
 * 7) Hiding Data within Object-Oriented Programming
 * 8) Protecting Data through Object Oriented Programming
 * 9) Putting an Object in a Safe State
 * 10) The Components of a Class
 * 11) The Evolution of Object-Oriented Languages
 * 12) Object Responsibility
 * 13) Object Construction
 * 14) Inside Constructors
 * 15) Encapsulation vs. Inheritance
 * 16) Packaging Objects to Preserve Encapsulation
 * 17) Object Signatures
 * 18) Object Serialization
 * 19) Connecting to a Database with JDBC
 * 20) Using More Advanced JDBC Features
 * 21) Serializing an Object via a Client/Server Connection
 * 22) Objects and Client/Server Connections
 * 23) Primitives and Object Wrappers
 * 24) Objects and Collections
 * 25) Objects and Collections: Vectors
 * 26) Objects and Collections: ArrayLists
 * 27) Objects and Interfaces
 * 28) Designing with Interfaces and Abstract Classes

The articles listed and linked to directly below are written by Matt Weisfeld are [www.developer.com available to read for free] and are good starting points for chapters in a book he has written. The |Object-Oriented Thought Process, is also available.

Local Topics
Design Patterns - A design pattern is a recurring theme that people have found in software engineering. It is a template from which a new solution may be tailored to fit the current design challenge.
 * Using design patterns is greatly assisted by an adequate UML (Unified Modeling Language) diagraming tool. One such is [|StarUML].
 * A good exercise for learner here would be to find a design pattern one needs to learn or can use productively somewhere in a real design. Users can then submit some good examples from the detailed design documentation related to the pattern here. These figures can be discussed and improved here at Wikiversity and presented to Wikipedia or Wikibooks.
 * A set of design patterns expressed online in UML and English.

See also:
 * Learning Objects
 * Object-Oriented Programming

Participants, Goals, and Proposed Methods
Tell us about yourself and what you intend to do here.

 * Mirwin 09:56, 3 November 2006 (UTC) I intend to engage in studying, hunting and gathering around the web while learning to do object oriented design in Java using free tools.  I will place links to nuggets here and some notes and thoughts regarding design issues and problems.  Currently I am working on little space games and jFreeRails for practical design, coding, testing and debugging experience with the fine free automation tools, operating systems and applications now available online.
 * The java learners or already enabled may be interested in this subtrail Practical Object Oriented Game Design in Java which the game designersA_Hands-On_Introduction_to_Game_Design_and_Production_Processes have set up for their hackers and software engineers. These trails are supporting the community learning project designing the cisLunarFreighter game.

 * CQ 18:56, 3 November 2006 (UTC) Ditto on Mirwin's objectives, but I'm more Perl-oriented than Java. I'm also interested in develping a greater understanding of UML and applying it to modeling and diagramming MediaWiki and perhaps even Wikiversity itself using open source/free UML tools.
 * Severoon 10:37, 19 January 2008 (UTC) I am a full-time software development professional currently employed in a technology-forward research & development lab. I have over 10 years experience in the industry with a strong focus on Java enterprise systems. In the last year I have taken on primarily architectural and project lead responsibilities. Besides having written most of the content above, I intend to capture on these pages the most important aspects of object-oriented design and development.
 * TW (discuss • contribs) 05:32, 7 October 2015 (UTC) As an architect with 20 years experience, I'm interested to bring some insights into Design Patterns, OO guidelines & actual use of OO in solving non-trivial software problems.
 * sign up here!

title: Object Oriented Software Design


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Open source science

Welcome to the Wikiversity Open Source Science Project.

Project description
The Open Source Science Project is a Wikiversity content development project. The goal of this project is to document existing sources of open content science. The term "open source" originated in the context of "open source software". The term "open source science" is used as scientific approaches, that used open source software to create the scientific results with application of open source software. Furthermore is addresses the impact of using open source for transparent versioning of source code e.g. for the applied methodology and its optimization of the code according to improvements of the methodology. The application of the source on data can be performed in several different ways. In some cases, also the data is open data and other scientist can reproduce the scientific results with the available "open source" software. On a second level Open Source Science is used to refer to science-related resources that are available under a free content license (example). The terms Open access and open content is also used. Examples of open content science projects are Science Commons and Public Library of Science (see also Green Open Access). For reproducibility of scientific results the following aspects are addressed with Open Source Science:
 * Open Source Software - for implementation of scientific methods
 * Open Data - for feeding the algorithms in Open Source software with the data
 * Open Educational Resources - for teaching scientist to learn and apply the methods on data

Department news

 * 3 November 2006 - Project founded!

Learning Task

 * Explore the concept of the Open Source Software KnitR and explain why the software support the development of dynamic scientific documents that evaluated a constant in stream of data.
 * Explain why Open Source Science is a valuable approach to combine Open Educational Resources, Open Source and Open Data as a learning environment for Reproducible Science.
 * Discuss the options for scientist, to use Open Source software (e.g. statistical software, numerical software, GIS, ...) to
 * apply a methodology in one paper with the available open source code to other data and adapt the code to the new requirements and constraints of their own project,
 * apply the same methodology with after a bugfix of the source code to the same data check if the same results remain the same or if the bugfix result into a different conclusions for the scientfic analysis,
 * add more data to the open data set and check with the available source code for the analysis if the analysis is true with the larger data set.

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

You should also read about the Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource.
 * Phage project - mixing microbiology research and education.
 * Astronomy Project - participants access public astronomy databases and explore outer space.
 * Human Genetic Uniqueness Project - search for genes that account for the genetic differences between humans and our closest relatives.
 * Theory of Everything Project - research projects involving public databases for particle physics experiments.
 * Topic:SkyCam - an all-sky camera for capturing images of stars and meteors.
 * Friedman Lab of Evolutionary Neuroscience - contains open-source projects for you to join!

Readings
Each activity has a suggested associated background reading selection.
 * Reading 1.
 * Study guide:
 * Wikipedia article: Open source movement

Active participants
Active participants in this Learning Group The histories of Wikiversity pages indicate who the active participants are.

title: Open source science


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Topic talk:Software quality assurance

Client Server Testing
Web Test
 * so, what do you mean with this? --Erkan Yilmaz 18:22, 27 November 2006 (UTC)

German Wikiversity course "software test"
Hello everybody, I am one of the tutors of the german Wikiversity course software test. I would like to also start here with the course (first start would be: to translate the actual German course). And if there are people who would like to join, I would be happy. I am not yet finished with all topics, but one prob I have is, that there are not so many helping people (tutors and participants) in the German course - except of course Exxu. :-) I would say: first you could start with the Google translator here (please keep in mind, that there can be content errors due to automatic translation by Google - best is always to drop me a message to clarify things fast). Tell me, what you think about it. --Erkan Yilmaz 17:05, 27 November 2006 (UTC)
 * I have set announcement in the colloquium and in School talk: Computer Science. Please excuse my double entry, since my intention was, that I get a fast feedback. --Erkan Yilmaz 17:16, 27 November 2006 (UTC)
 * So, the new topic is created here now. --Erkan Yilmaz 20:07, 27 November 2006 (UTC)

title: Topic talk:Software quality assurance


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Phage project

“We need to engage students and make research opportunities broadly available if we are to prepare them for science in the future.” - Graham F. Hatfull

Welcome to the Wikiversity Phage Learning Project, part of the Open Source Science Project.

Project Description
This project allows participants to access phage gene databases and participate in phage genomics research projects. The inspiration for this project was a recently published article reporting phage genome results obtained by high school and college students.

A few viruses that infect bacteria have been carefully studied as laboratory model systems, but bacterial virus are very diverse and as a group they have many proteins with unknown functions. Much remains to be discovered about the diversity, evolution and ecological impact of phage.

Synopsis
Bacteriophages are viruses that infect bacterial hosts and are estimated to be the most numerous biological entities in the biosphere. Insights into the genetic diversity of the bacteriophage population and the evolutionary mechanisms that give rise to it can be obtained using comparative genomic analyses. The genomic analysis of 30 complete mycobacteriophages—viruses that infect mycobacterial hosts—reveals them to be genetically diverse and to contain many previously unidentified genes. The high diversity and relatively small genome sizes of these phages provide an ideal platform for introducing high school and undergraduate students to the research laboratory, isolating and naming novel viruses, and determining their genomic sequences. The thrill of discovering new viruses and previously unidentified genes, coupled with ownership of individual phage projects, provides strong motivations for students to engage in and pursue scientific research.

Online phage genome resources
GenBank - Search the GenBank database for the accession number for one of the phages from the Hatfull article such as phage L5 (number Z18946). Select "Genome" from the drop-down menu and enter Z18946 in the search field (Figure 2).

You should be shown: NC_001335 Mycobacterium phage L5, complete genome dsDNA; linear; Length: 52,297 nt

Click on the NC_001335 link and you should reach a page for "Mycobacterium phage L5, complete genome". Near the bottom of that page there is a map of the L5 phage genome. In the map, if you click on the arrow representing the first predicted protein (L5p01) you will go to a page that shows the amino acid sequence for that protein.

1 mhgtrssahw stqpgkfdvl nlrmtfesss ayeipdlrpt dfvpaylaaw nmprhrdyaa 61 knggalhffl ddyrfetaws sperlldrvk qvgaaltpdf slwtnmpkaa qlwnvyrsrw 121 cgaywqsegi eviptacwat pdtfdfcfdg ipmgstvais smgirsskvd qelfryglre 181 lidrtqpqll laygqlrhcd dmdlpevrey ptywdrrrkw vtadgrpgk

Blast
The Basic Local Alignment Search Tool allows you to search for similarities between sequences. To search for sequence similarities to the Mycobacterium phage L5 genome, click on the "GenBank: Z18946" link in the GenBank summary page for phage L5 (see Figure 3). You should be taken to a new page with sequence information for the L5 phage. Near the top of that page, fond the GenBank identification number, GI:15859. You can use the number (15859) with the BLAST tool to search for other known sequences that are similar to the L5 genomic sequence.

In the main BLAST page, select "Nucleotide-nucleotide BLAST" from the list of available search tools (Figure 4). On the BLAST search page, type "15859" into the search box and click the "BLAST!" button. You should then see a page that says "Your request has been successfully submitted and put into the Blast Queue." and something like "The results are estimated to be ready in 9 seconds but may be done sooner." Wait the estimated time and then click the "Format!" button.

When the BLAST search is done, you should see a graphical summary of sequence similarity results (Figure 5). For the example shown, the mouse cursor was over the sequence with greatest similarity to phage L5, another phage called Che12. If you click on part of the graphical representation of the Che12 sequence, you will move down the page where detailed sequence alignments are shown and it says "3150/3562 (88%)" indicating that for 3562 nucleotides of similar sequences in L5 and Che12 there is 88% sequence identity.

Just below the graphical summary there should be a link called, "Distance tree of results". Clicking on that link should show a tree that indicates the types of sequences with similarity to the L5 phage (see Figure 6, below).

In the distance tree, some of the sequence matches are to artificial vector sequences. Other significant sequence matches are for other viruses (including Che12, D29, FRAT1, Bxz2, see Figure 1, above) and bacteria. For example, the Mycobacterium "MCS" has two short regions of sequence similarity to the L5 phage sequence. These sequence similarities between viruses and bacteria suggest that there have been recent genetic recombinations between bacterial genomes and these phage genomes.

Note that most of the viruses in this study were isolated according to their ability to infect Mycobacterium smegmatis mc2155. The only exception was L5 which was isolated after it infected Mycobacterium tuberculosis.

Exercises

 * Are there any protein-coding genes of Mycobacterium tuberculosis that have sequence similarity to proteins of the L5 phage?
 * Make a list of the non-mycobacterial bacteria that have sequence similarity to known Mycobacterial viruses. Are these bacteria closely related to mycobacteria?

title: Phage project


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Category:Script Formatting Lesson

This is a stub.

title: Category:Script Formatting Lesson


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More Java keyword flashcards

Flashcards for Java Keywords. Initial definitions from the WikipediaJava_keywords as pointed to in Lesson 2 of the Wikiversity introductory Java course. Please do not change them without a clear understanding that there is an error present. Consider discussing the error with others either here or at Wikipedia prior to changing the definitions here on the master flashcard file. Forking and tailoring is encouraged if you wish to personalize the definitions.

If you prefer to study a glossary style presentation see the definitions at Wikipedia for Java Key Words.[w:Java_keywords]

Another set of Java Flashcards is available that provides the definition and challenges you to think of the keyword before checking the answer. put link here

How to use.
 * 1) Consider the keyword and define for yourself how it is used. Consider using scratch paper if it is useful to your retention to write it down.
 * 2) Click Expand for the Java keyword for the concept defined to appear.
 * 3) Read the definition and evaluate your answer.
 * 4) If you have links (found while evaluating your answer or otherwise) to sample code that is illustrative or excellent discussion of the keyword and its concept please provide them to improve our materials incrementally.
 * 5) For another card, click on the link below

{{#switch:{{#expr:({{#time:U}} mod 53) + 1}}
 * 1=

 * abstract

Solution

 * Used in a class declaration to specify that a class is not to be instantiated, but rather extended by other classes. Used in a method declaration to declare a method without providing the implementation. An abstract class can have abstract methods that are not implemented in the abstract class, but in subclasses. All methods declared in an  are implicitly.

 * 2=

 * assert (as of J2SE 1.4)

Solution

 * A keyword used to make the assumed value of a condition explicit. If the condition is not true, an {{Javadoc:SE|java/lang|AssertionError}} is thrown.

 * This exception can be used for automated unit testing, debugging, or to support Design by Contract.

 * 3=

 * boolean

Solution

 * Refers to an expression or variable that can have only a true or false value. Java provides the  type and the literal values   and.

 * 4=

 * break

Solution

 * Used to resume program execution at the statement immediately following the current enclosing block or statement. If followed by a label, the program resumes execution at the statement immediately following the enclosing labeled statement or block.

Keyword 5

 * byte

Solution

 * An 8-bit integer. A keyword used to declare an expression, method return value, or variable of type byte.

 * 6=

 * case

Solution

 * Defines a group of statements to execute if the specified value matches the value defined by the enclosing  statement.

 * 7=

 * catch

Solution

 * Defines an exception handler—a group of statements that are executed if an exception is thrown in the block defined by a preceding  keyword. The code is executed only if the class of the thrown exception is assignment compatible with the exception class declared by the   clause.

 * 8=

 * char

Solution

 * A 16-bit Unicode character. A Java keyword used to declare an expression, method return value, or variable of type character.

 * 9=

 * class

Solution

 * A type that defines the implementation of a particular kind of object. A class definition defines instance and class fields, methods, and inner classes as well as specifying the interfaces the class implements and the immediate superclass of the class. If the superclass is not explicitly specified, the superclass is implicitly.

 * 10=

 * const (reserved without use)

Solution

 * This keyword is not used by current versions of the Java programming language.

 * 11=

 * continue

Solution

 * Used to resume program execution at the end of the current loop body. If followed by a label,  resumes execution at the end of the enclosing labeled loop body.

 * 12=

 * default

Solution

 * Defines a group of statements to begin executing if the value defined by the enclosing  statement does not match any value specified by a   keyword in the   statement.

 * 13=

 * do

Solution

 * Used to declare a loop that will iterate a block of statements. The loop's exit condition is specified with the  keyword. The loop will execute once before evaluating the exit condition.

 * 14=

 * double

Solution

 * A 64-bit floating point value. A Java keyword used to declare an expression, method return value, or variable of type double-precision floating point number.

 * 15=

 * else

Solution

 * Used to define a statement or block of statements that are executed in the case that the test condition specified by the  keyword evaluates to false.

 * 16=

 * enum (as of J2SE 5.0)

Solution

 * A Java keyword used to declare an enumerated type. Enumerations extend the base class.

 * 17=

 * extends

Solution

 * Used in a class declaration to specify the superclass; used in an interface declaration to specify one or more superinterfaces. Class X extends class Y to add functionality, either by adding fields or methods to class Y, or by overriding methods of class Y. An interface Z extends one or more interfaces by adding methods. Class X is said to be a subclass of class Y; Interface Z is said to be a subinterface of the interfaces it extends.

 * 18=

 * final

Solution

 * Define an entity once that cannot be changed nor derived from later. More specifically: a final class cannot be subclassed, a final method cannot be overridden, and a final variable can occur at most once as a left-hand expression. All methods in a final class are implicitly.

 * 19=

 * finally

Solution

 * Used to define a block of statements for a block defined previously by the  keyword. The   block is executed after execution exits the   block and any associated   clauses regardless of whether an exception was thrown or caught.

 * 20=

 * float

Solution

 * A 32-bit floating point value. A Java keyword used to declare an expression, method return value, or variable of type single-precision floating point number.

 * 21=

 * for

Solution

 * Used to define a loop that reiterates statements. The  loop specifies the statements to be executed, exit condition, and initialization variables for the loop. The exit condition is evaluated before the first iteration of the loop. Since J2SE 5.0, a form of the   loop specifies an  object where each iteration of the loop processes one of its contained elements.

 * 22=

 * goto (reserved without use)

Solution

 * This keyword is not used by current versions of the Java programming language.

 * 23=

 * if

Solution

 * Used to conduct a conditional test and execute a block of statements if the test evaluates to true. If an optional block is defined with the  keyword, then the   block is executed if the test evaluates to false.

 * 24=

 * implements

Solution

 * Included in a class declaration to specify one or more interfaces that are implemented by the current class. A class inherits the types and abstract methods declared by the interfaces.

 * 25=

 * import

Solution

 * Used at the beginning of a source file to specify classes or entire Java packages to be referred to later without including their package names in the reference. Since J2SE 5.0,  statements can import   members of a class.

 * 26=

 * instanceof

Solution

 * A binary operator that takes an object reference as its first operand and a class or interface as its second operand and produces a boolean result. The  operator evaluates to true if and only if the runtime type of the object is assignment compatible with the class or interface.

 * 27=

 * int

Solution

 * A 32-bit integer value. A Java keyword used to declare an expression, method return value, or variable of type integer.

 * 28=

 * interface

Solution

 * Used to declare a special type of class that only contains abstract methods, constant fields and   interfaces. It can later be implemented by classes that declare the interface with the   keyword.

 * 29=

 * long

Solution

 * A 64-bit integer value. A Java keyword used to declare an expression, method return value, or variable of type long integer.

 * 30=

 * native

Solution

 * Used in method declarations to specify that the method is not implemented in the same Java source file, but rather in another language.

 * 31=

 * new

Solution

 * A keyword used to create an instance of a class or array.

 * 32=

 * package

Solution

 * A group of types. Packages are declared with the  keyword.

 * 33=

 * private

Solution

 * An access modifier used in a method, field or inner class declaration. It signifies that the member can only be accessed by other elements of its class.

 * 34=

 * protected

Solution

 * An access modifier used in a method, field or inner class declaration. It signifies that the member can only be accessed by elements residing in its class, subclasses, or classes in the same package.

 * 35=

 * public

Solution

 * An access modifier used in a class, method or field declaration. It signifies that the class, method or variable can be accessed by elements residing in other classes or packages. All members declared in an  are implicitly.

 * 36=

 * return

Solution

 * Used to finish the execution of a method. It can be followed by a value required by the method definition that is returned to the caller.

 * 37=

 * short

Solution

 * A 16-bit integer value. Used to declare an expression, method return value, or variable of type short integer.

 * 38=

 * static

Solution

 * Used to declare a field, method or inner class as a class field. Classes maintain one copy of class fields regardless of how many instances exist of that class.  also is used to define a method as a class method. Class methods are bound to the class instead of to a specific instance, and can only operate on class fields. (Classes and interfaces declared as   members of another class or interface are actually top-level classes and are not inner classes.)

 * 39=

 * strictfp (as of J2SE 1.2)

Solution

 * A Java keyword used to restrict the precision and rounding of floating point calculations to ensure portability.

 * 40=

 * super

Solution

 * Used to access members of a class inherited by the class in which it appears. Allows a subclass to access overridden methods and hidden members of its superclass. The  keyword is also used to forward a call from a constructor to a constructor in the superclass.

 * 41=

 * switch

Solution

 * Used to evaluate a variable that can later be matched with a value specified by the  keyword in order to execute a group of statements.

 * 42=

 * synchronized

Solution

 * Used in the declaration of an instance method or code block to acquire the mutex lock for an object while the current thread executes the code. Guarantees that at most one thread at a time operating on the same object executes that code. The mutex lock is automatically released when execution exits the synchronized code.

 * 43=

 * this

Solution

 * Used to represent an instance of the class in which it appears.  can be used to access class members and as a reference to the current instance. The   keyword is also used to forward a call from one constructor in a class to another constructor in the same class.

 * 44=

 * throw

Solution

 * Causes the declared exception instance to be thrown. This causes execution to continue with the first enclosing exception handler declared by the  keyword to handle an assignment compatible exception type. If no such exception handler is found in the current method, then the method returns and the process is repeated in the calling method. If no exception handler is found in any method call on the stack, then the exception is passed to the thread's uncaught exception handler.

 * 45=

 * throws

Solution

 * Used in method declarations to specify which exceptions are not handled within the method but rather passed to the next higher level of the program. All uncaught exceptions in a method that are not instances of  must be declared using the   keyword.

 * 46=

 * transient

Solution

 * Declares that an instance field is not part of the default serialized form of an object. When an object is serialized, only the values of its non-transient instance fields are included in the default serial representation. When an object is deserialized, transient fields are initialized only to their default value.

 * 47=

 * try

Solution

 * Defines a block of statements that have exception handling. If an exception is thrown inside the  block, an optional   block can handle declared exception types. Also, an optional   block can be declared that will be executed when execution exits the   block and   clauses, regardless of whether an exception is thrown or not. A   block must have at least one   clause or a   block.

 * 48=

 * void

Solution

 * Used in method declarations to specify that the method does not return any value.  can also be used as a nonfunctional statement.

 * 49=

 * volatile

Solution

 * Used in field declarations to specify that the variable is modified asynchronously by concurrently running threads.

 * 50=

 * while

Solution

 * Used to declare a loop that iterates a block of statements. The loop's exit condition is specified as part of the while statement. If  appears before the body of the loop, the exit condition is evaluated before the first iteration. If   appears after the loop body then the   keyword designates the beginning of the loop body which is executed once before evaluating the exit condition.

 * 51=

 * false

Solution

 * A boolean literal value. A Reserved word for a literal value.

 * 52=

 * null

Solution

 * A reference literal value. A Reserved word for a literal value.

 * 53=

 * true

Solution

 * A boolean literal value. A Reserved word for a literal value.

}}

Card Number

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title: More Java keyword flashcards


text: File:GenBankSearch.png

title: File:GenBankSearch.png


text:
User talk:JohnSLSingleton

''Welcome, weary wanderer, to my humble hearth and hall. Here is drink, and here is meat, and here's hot water for your feet. If you will, and when you will, then freely tell me what you will.''""

title: User talk:JohnSLSingleton


text:
Talk:HTML/Lists

I did a bit of reorganization, but kept essentially the same content. I think it's better now, obviously, or I wouldn't've made the changes. If you feel, however, that I have been unjust, the matter is completely open to discussion. -- Xlbnushk 06:08, 4 November 2006 (UTC)

title: Talk:HTML/Lists


text:
UML

UML is an acronym for the Unified Modeling Language. This resource is an effort to produce a Wikiversity reference card for Object Oriented Software Design. It is shared initially by learning groups Software Engineering and Object-Oriented Programming, but may find other abstract paths that may help tie Computer Science to Linguistics.

Prerequisites
Learners of UML do not have to be Computer Scientists but a cursory knowledge of the topic is helpful.

Recommended:
 * Introduction to Programming
 * Introduction to Databases
 * Database Management Systems
 * Data structures
 * All notation of the Class Diagrams

…

Concepts
The Unified Modeling Language (UML) is a specification language for object modeling. It is used to create an abstract model of a complex system, (UML model) in forms that are easier to visualize by Human developers and users of that system. For Wikiversity purposes, we shall approach UML from several perspectives:
 * Linguistics - Seeing UML as a genre and lexis for a discourse community (Wikiversity) that uses and helps develop and apply software (MediaWiki).
 * Computer Science - Using UML to map complex structures, behaviors, relationships and other concepts into unified models in a holistic way. (MediaWiki, again)
 * .. other perspectives may form

The terminology
Terms are important. Usually, the Glossary appears at the end of the book, but this is a set of keywords that you might as well have a glance at. UML and the OMG that came up with it thrives on what is affectionately known as pedantic verbosity and here's a taste:

 * Structure: Actor, Attribute, Class, Component, Interface, Object, Package...

 * Behavior: Activity, Event, Message, Method, Operation, State, Use Case...

 * Relationships: Aggregation, Association, Composition, Dependancy, Generalization, Multiplicity, Cardinality, Inheritance, Role ...

Our own UML/Glossary is under construction. Consider that an assignment if you like.

A local use case
In terms of applied computer science, we have actually begun a trek into the "learn by doing" model that was here at the opening of this version of Wikiversity (English). This is the hard-to-handle Complex of a multilingual virtual university with a myriad of problems and processes that need, sometimes desperately, to be mapped into a unified whole. UML was created by the Object Oriented Software Design Community to handle such monstrous complexities. But before we can delve into the specifics of our exemplary model, we'll have to look at what the UML is and how it resolves issues.

Some Globals
The U in UML, represents logical unity in what we hope is the purest predicate form – what we want to do — unify. This logical unity must be deeply rooted in Meaning, and that meaning must be shared to become useful...

Subject and Predicate Unions are Universally understood (we hope) to be the Primary Objects when specifying, classifying, describing and illustrating our complex system from the general to the specific. UML uses some conventions at a very specific low-level – text — to describe some very general high-level Notions that the userbase accepts a a priori or pre-existing. These notions may be known sometimes only intuitively, but manifest expressly as a need for something that does not yet exist::: UML was collaboratively formed for this purpose: ''To find the permanent solution to an Age-old problem... any problem''

A few conventions
The boxes, circles, arrows, and stick men we'll get into below are meaningless without their associated text. This text must exist as unary objects (atomic in nature; succint; precise; unambiguous; whole; ...) ...complete thoughts or sentences in terms of computational linguistics. Nouns are generally capitalized; Verbs are generally italicized. Objects are generally bolded. Subjects are generally Human – personal. (Please notice the term generally — terms are nearly always uncapitalized bold text.

Note:When you see a paragraph that ends in an elipsis, stay tuned...

A bit of History
The SDL or Specification and Design Language was the precursor to UML. It evolved believe-it-or-not from a 150-year-old culture that began in the genesis of the telegraph days through the steam age into the telephone, teletype, telecommunications era and keeps on evolving...

To put this into scope, the notion of the electronic community in a raw and primative state must be imagined (since they're all deceased we presume). What the telephone and telegraph operators left us was a set of primitives that allowed us to represent wires, switches, keys, transformers, oscillators, amplifiers, components, integrators, codes, protocols, networks, banks of switches, facsimilies, ...bars of gold and even human souls as ...boxes, circles, arrows, and stick men.

Diagramatics and Visualization
UML uses diagrams to describe and visualize systems and models. As of UML 2.0, there are 13 basic diagrams:
 * 1) Class diagram
 * 2) Component diagram
 * 3) Composite structure diagram
 * 4) Deployment diagram
 * 5) Object diagram
 * 6) Package diagram
 * 7) Activity diagram
 * 8) State Machine diagram (a.k.a. State Chart)
 * 9) Use case diagram
 * 10) Collaboration (UML 1.x) or Communication diagram (UML 2.0)
 * 11) Interaction overview diagram (UML 2.0)
 * 12) Sequence diagram
 * 13) UML Timing Diagram

In time, we hope to produce some interesting diagrams here. For now, see the ones listed in the Wikipedia article.

As for our local use case, here you go:

Vector: UML -> next -> next -> next -> next -> next -> next

Visualizing the complex

 * /OSI model

UML tools
UML tools (open source or free):
 * Acceleo – Eclipse and EMF template-based system for source-code generation from UML models.
 * ArgoUML – a Java-based UML engineering tool.
 * ATL - a QVT-tool allowing to transform (among others) UML models into other models, including UML, Java, etc. ATL provides a complete open-source solution. Available from the Eclipse GMT project (Generative Modeling Tools).
 * BOUML – under GPL, written in C++/Qt
 * Dia – a GTK+/GNOME diagramming tool that also supports UML (licensed under the GNU GPL)
 * DOME - The DOmain Modeling Environment, written in Smalltalk.
 * Eclipse – with Eclipse Modeling Framework (EMF) and UML 2.0 (meta model without GUI) projects.
 * Fujaba – UML and Java development platform; Eclipse version available.
 * Gaphor – a GTK+/GNOME UML 2.0 modeling environment written in Python.
 * GenMyModel Online UML modeler – cloud-based, UML 2.0 with code generators written in Javascript and HTML5.
 * JUDE/Community – Object-Oriented Analysis and Design. JUDE/Community. though free to use, does not provide open source.
 * MetaUML – Textual notation for UML. Diagram-rendering based on MetaPost, suitable for LaTeX typesetting.
 * MonoUML – based on the latest Mono, GTK+ and ExpertCoder.
 * NetBeans – with NetBeans IDE 5.5 Enterprise Pack.
 * Poseidon for UML (Community Edition) – Commercial tool based on ArgoUML. A cost-free version can be used to view, create, and edit models, but the export options are not available without a rent subscription
 * StarUML – a UML/MDA platform for Microsoft Windows, licensed under a modified version of GNU GPL, mostly written in Delphi
 * Software Ideas Modeler – a universal software and data modeling platform with UML support for Microsoft Windows, free edition Standard (for non-commercial use)
 * Taylor - model-driven architecture on rails (licensed under the GNU LGPL)
 * Umbrello UML Modeller – part of KDE.
 * UML Pad – a UML modeller written in C++/wxWidgets (licensed under the GNU GPL)
 * UML Pad – a UML tool for PalmOS
 * UMLet – a Java-based UML tool (licensed under the GNU GPL)
 * Visual Paradigm SDE Community Edition - Visual Paradigm SDE integrates with all leading IDEs (Visual Studio®, Eclipse/WebSphere®, Borland JBuilder®, NetBeans/Sun™ ONE, IntelliJ IDEA™, Oracle JDeveloper, BEA WebLogic Workshop™)

See the full list including proprietary tools at wikipedia.

Object Modeling Resources

 * Object-relational databases
 * Object-Oriented Programming
 * Object Oriented Enterprise Modeling
 * Object Oriented Software Design

title: UML


text:
Category:Lessons

See also Category:Lectures

title: Category:Lessons


text:
UML/Glossary

Glossary of UML terms

About this glossary
This is a "seed" for an expansive Glossary of UML terms. It is based on (but is not an attempt to replicate) the Glossary of Unified Modeling Language terms at Wikipedia.

UML Behavior

 * Activity
 * Event
 * Message
 * Method
 * Operation
 * State
 * State machine
 * Use Case

UML Relationships

 * Aggregation
 * Association
 * Cardinality
 * Composition
 * Dependancy
 * Generalization
 * Inheritance
 * Multiplicity
 * Role

UML Structure

 * Actor
 * Attribute
 * Class
 * Component
 * Documentation
 * Interface
 * Object
 * Package
 * Property

More information
See also:
 * Object Oriented Software Design
 * Topic:Object-Oriented Programming

title: UML/Glossary


text:
Talk:Object Oriented Software Design

Discuss Object Oriented Software Design here. Opened 19:00, 3 November 2006 (UTC)

UML
I was pleased to see some interest in the Unified Modeling Language so I went ahead and started our own local UML resource.

Background: I first learned of OO back in the late 90s while working with Visio tm at my engineering job in the Rail industry. That's where I first learned of Grady Booch and the OMG. I've experimented with Gentleware's Poseidon for UML tool and the UML tools that come with Dia. I've also tried working with the Eclipse IDE but my current yard-sale computer just lacks the resources to run it.

Objectives: I'd like to get back into UML diagramming, but in a more focused way with collaborators. I'm leaning toward Applied Computer Science (listed as a red link at School:Computer Science) and would like to be part of such a group, if it forms. As i've stated in other places, I think a UML treatment of MediaWiki and Wikiversity would be cool.

You really need other heads in there with ya on endeavers like this or it'll eat you alive! CQ 19:29, 3 November 2006 (UTC)

Design Pattern Model - A Corpus
I have found a design pattern model I think we can "use productively somewhere in a real design". I haven't yet discovered any actual "detailed design documentation related to the pattern" yet but I do believe that a scad of it exists. The topic is Computational linguistics and I have an ally or two here at Wikiversity that share an interest in developing an original corpus custom-built for Wikiversity translations. This is a real-world example that is close to home, here.

We start with a finite scope based in MediaWiki and its application here (see above post). The constraints of the practical model are established at the outset by the fact that Wikiversity is implemented in only three languages. The implementation diagram, therefore has a well-scoped finite constrained initiallization that is represented by translators:

This template has a built-n classifier that establishes relationships between English, Spanish and German Languages. This classifier functions "out-of-the-box" through MediaWiki's Categories. The thoughtfulness exhibited early-on by Wikversity founders' naming conventions helped set a useful precedent which allows a robust extention to the core classifier which is already illustrated nicely:

Most all of the elements of the UML backbone are represented by these two objects. We now have a set of Actors - Wikiversity participants - each of whom speak and write in one or more languages. The actors create objects:
 * pages, sections, templates, categories, files, etc.

These objects have properties and attributes and as part of a dynamic application (MediaWiki) and a robust community (Wikiversity) are capable of traversing domains on many levels:
 * 1) top-level .org domain - generally reserved for a non-profit organization.
 * 2) mid-level wikimedia.org domain - defined and constrained by the Wikimedia Foundation and its organizational principles and inclusive of Wiktionary (essentially a corpus), Wikipedia (a massive interlingual activity), the Wikimedia Commons (a repository of objects [images and media files]) and other sister projects.
 * 3) lower-mid-level wikiversity.org domain - a self-organizing multi-lingual entity which is host to this very idea expressed here at...
 * 4) low-level (specialized) Object Oriented Software Design domain - by the...
 * 5) bottom-level (specialist) domain - the English-speaking actor — me.

Now we have a finite progression from a generalized global context to a specialized personal context through a composite design pattern. (perspective of a UML diagrammer). From this, we can establish a constrained set of:
 * rules, methods, procedures, objects, containers, activities, implementations, interactions, states, relationships, componants, and most importantly, collaborations.

...all of which lend well to diagrammatics and built on an existing product and group — the MediaWiki Project.

These collaborations are configured at the most fine-grained level by each actor within this domain of Object Oriented Software Design. I shall now add stubs outwardly from my experiential design pattern model through an interface domain (object container for machine translator and CAT toolbox) — Computational linguistics which will in turn be pointed at my first product — Wikipedia:WikiProject_Keywords... ''finally! (I knew I started that silly project for some reason) See also Computational sociology'' • CQ 00:25, 1 December 2006 (UTC)

My 2 cents
I know I'm an annonymous editor though I think I can help with peer reviewing the article. My little comment is about the fact that one who is reading the page has to systematically change page to find the material to read and in that view, it is really frustrating to have to reload a new page to "go on with the class". This can be seen as going from one classroom to another in order to get the all of what the class is worth. Also, one doesn't get the idea of what the class is by just looking at the page so maybe an overview for this page or an introductory page would be nice. 70.81.23.223 14:39, 3 December 2006 (UTC)
 * Thanks for the ante, anonymous. The links are provided for background, pre-requisite knowledge and other context the writer thought you should be aware of. Sometimes, these links appear too profusely and assumtions are made by the contributor that the reader has a familiarity with the subject matter. I shall review the lesson page and try to make sure the material is more clear. I will see your 2 cents and raise you a nickle. CQ 00:30, 4 December 2006 (UTC)

Style and Focus
I just edited the page to make some serious style changes—can we be a bit more careful about how we link? Standard wiki (and Internet) practice is to make a statement and link the relevant part of the text:

 * Lemurs are mammals.

Not:

 * This here link talks about mammals: . Which is what lemurs are, described by this here link:.

Also, I think we need to tighten this page up quite a bit. A lot of the resources are far too specific to be mentioned on a page that's supposed to be discussing OO development. We have to remember that the people that come to this page are looking to understand the basics of OO software design. If they're looking for information on design patterns, they'll go to a page on design patterns. We can write other pages and cross-link here as part of this topic, but we should focus on this topic here.

Behavior
It is currently written: "We can also define behaviors that all dogs share such as eat, sleep, bark, and run. The behaviors we define may use the state stored in the variables to determine how to correctly carry out the behavior"

I think that these examples are misleading because afaik a behavior is a responsability that the objects carry out when solicited by other entities. So eat, sleep and run seem operations that the dogs do and not operations that the invokers can do with dogs. For instance, if we were speaking about a videogame, these operations would animate digital dogs. But, because this is not the case, I suggest to identify operations like pet, feed, wash and so on...

 * I had the same problem the first time i heard about the "responsabilities" of some object. It led me to some confutions... whenever i wanted to design a class, i spotted some actions that must be made. I didn't know where this actions must be coded. I think the problem you say must be consider, and the reader must be warned about the importance of the "context" in spotting the responsabilities of an object... Vengadora (discuss • contribs) 03:28, 17 July 2013 (UTC)

title: Talk:Object Oriented Software Design


text:
Introduction to psychology/Key words for chapter two

Directional hypothesis
This page refers to it as a causal relationship.


text:
MediaWiki/Codebase

MediaWiki.org's Home at Wikiversity.

Getting started
So you want to learn the nuts and bolts of MediaWiki?

The best way to start is to just download MediaWiki! (... or you may want to just RTFM (Read The Fine Manual).

MediaWiki roadmap
From MediaWiki.org:

 * There is currently no official roadmap for MediaWiki development. Since version 1.6, releases are quarterly snapshots of the development trunk, which is kept continuously in a runnable state. - read more

Learning projects

 * Topic:MySQL
 * Topic:PHP
 * Topic:Databases
 * Topic:Apache
 * Topic:Web Design

title: MediaWiki/Codebase


text:
Wikiversity:Control panel

This is the Wikiversity Control Panel.

WV:CP is a METAOBJECT that grants users of Wikiversity access to Wikiversity's dynamic database. This UNIT was built collaboratively by members of ...

SESSION HEAP: $Premice="discourse community"; $Channel_temp="warm"; $Context_switch="up"; WV:CP

title: Wikiversity:Control panel


text:
Template:PlansWikiU

Our Current Plans
Here is what will be covered in the first few lessons of this course.

Step 1. $$\Rightarrow$$ The Script Formatting · (Click here to start this lesson.)
Every motion picture starts with a story. Even though our story is very short, we still have to cut it down to the bare bones for our movie script. And as we do this, we must type the script into a standard format which all people in Hollywood will feel comfortable with.

Step 2. $$\Rightarrow$$ The Storyboard · (Click here to start this lesson.)
Once the script is ready, we immediately make the movie... on paper. The rough storyboard, which is done with stick-figures in tiny frames no bigger than your thumb, is all of the visual elements of the movie. But this still does not give us the timing for the movie. To do that, we need to make a movie of the storyboard (called an animatic). But that cannot be done until we have the rough music and the recorded dialog for our movie.

Step 3. $$\Rightarrow$$ The Rough Music / Temp Score · unfinished
Our movie will have background music and narrative music. The narrative music will be just like another actor in our movie. Therefore, we need to leave room for the narrative music when we create our animatic. That is why we begin our film scoring early. (In the meantime, (to learn the basics of creating music sound effects, click here.)===

Step 4. $$\Rightarrow$$ The Dialog of the Characters · unfinished
When we create the animatic (movie of the storyboards), we need the storyboards, the narrative music, and the recorded dialog (voices of the actors). Normally, this can be very rough but we will use this same dialog for the animated movie.

Step 5. $$\Rightarrow$$ Edit the Animatic · unfinished
Once we have the storyboards, the recorded dialog, and the music, we will use an editing program (such as Final Cut Pro) to create the animatic (the movie of the storyboards.) Only then will we know if this movie will be a success.

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User:Fify i

Topic of the project: What are the advantages of young teachers and why do children prefer them? Hello,everybody!My name is Filipa Ivanova and what you see from above is the topic of my project.I am going to work on it together with my fellow-student Neli,but she speaks German,sa you will be able to find our our project in two languages:German and English.The main idea of our project is to study how young teachers work compared with older ones;what methods do they use;are young teachers more modern in their way of teaching;and what are the reasons for a child to prefer a young teacher?Giving an answer to all these questions we will be able to see that it worths being a teacher,especially an young one!Fify i 17:38, 8 November 2006 (UTC)

title: User:Fify i


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Partial derivative

Introduction to partial derivatives
This is an image of the function $$z=x\sin(x) + y\cos(y)$$. Hopefully, after you have gotten this far, you have seen functions and graphs of two variables. If you have not, then they are usually in the form F(x,y) in functions and are graphed like the graph above.

The slope of a tangent line of a point will equal the derivative at that point. Unfortunately for us, this 3D graph doesn't have tangent lines; instead, it has tangent planes! We obviously can't find the derivative in the normal sense at any point, for there are infinite different tangent lines we can use. Partial differentiation is the act of choosing one of these lines, and finding the derivative from it.

For example, say we have the point (3,4,-2.191) for our above function. What tangent line should we use? Let's start by using the tangent line that has a constant y value of 4. But how do we even find this derivative? To do this, we will use the graph of a new function with y equal to the constant of 4. This graph is of the equation $$y=x\sin (x)+4\cos (4)$$. Notice that this graph is a slice of our above graph (with y substituted for z) that contains (3,4,-2.191), and is parallel to the y axis of that graph. The next step; we need to find what the derivative of this graph is at (3,-2.191), and we will know what one of this functions partial derivatives is! So we find the derivative.

TTYS 1- Find the value of the derivative of the above expression at (3,-2.191)

Now, hopefully you got that the answer was -2.829. If you didn't, it means either I screwed up or you screwed up. Maybe someone will change the answer if they know it is incorrect? Ah well. However, if you did get -2.829, congratulations! You have taken your first partial derivative. Now for the fun part. Treat y as a constant, but don't define the constant, and leave it as the letter y; treat x as the variable. Now we find the general function that will create the partial derivative as y remains constant anywhere on the graph. Time for real partial derivatives!

TTYS 2- I love using these. They mean I can leave out redundant information, such as the way you can find the partial derivative of the function xsin(x)+ycos(y) as you leave y constant. Hmm ha ha.

Now, hopefully again, you got the general partial derivative of this function as you leave y constant as xcos(x)+sin(x). If you did, congratulations! You now can basically find the partial derivative of anything if you leave y constant. But what if you leave x constant.

TTYS 3- Find the partial derivative of the previous expression, only leaving x constant this time.

The answer; cos(y)-ysin(y). Now you have two partial derivatives to choose from; the one where you leave x constant, and the one where you leave y constant.

TTYS 4- Find the partial derivatives of xsin(y)+ycos(x).

The partial derivatives of the previous expression are, leaving x constant, xcos(y)+cos(x)(Remember to treat x as a constant!) and, leaving y constant, sin(y)-ysin(x). Think you have a handle on this? Now for notation!

Notation of Partial derivatives
For a function F(x,y), the partial derivative with respect to x (use this wording from now on as opposed to "leaving y constant") can be written as
 * $$F_x, \,\ \frac{\partial F}{\partial x}, \,\ Z_x, \,\ \frac{\partial z} {\partial x}$$

Likewise, the partial derivative with respect to y can be written as
 * $$F_y, \,\ \frac{\partial F}{\partial y}, \,\ z_y, \,\ \frac{\partial z} {\partial y}$$

Problems

Second partial derivatives; partial derivatives of more than two variables
The second partial derivative is not that hard to understand; it's just like the regular second derivative of one-variable functions.

Suppose$$ \,\ f(x,y) = y \sin(x) +x \cos(y) $$. Then

 * $$ \,\ F_x = y \cos(x) + \cos(y) $$

To find the second derivative of f(x,y), you only need to take the partial derivative of its partial derivative. So,

 * $$ \frac {\partial F_x}{\partial x} = -y \sin(x)$$

Problems

Partial derivative chain rules
Say we have a function, f(x,y,z). Then it can be shown that

$$df = \frac{\partial f}{\partial x} dx + \frac{\partial f}{\partial y} dy + \frac{\partial f}{\partial z} dz$$

df is said to be the "total differential" because it takes into account not only changes in x, as would $$\frac{\partial f}{\partial x} dx$$, but also changes in y and z. That is, if we move dx in the x direction, dy in the y direction, and dz in the z direction, we know that the function will approximately change by df. When dx, dy, and dz become smaller, df approaches the actual value $$\delta f$$. One caveat is that the partial derivatives must be continuous. As far as physics goes, this is usually not a problem. Notice also that if f is a function of n variables, the chain rule extends in the obvious way.

Now, let us examine several special cases of the chain rule.

If x, y, and z are all functions of t, then the chain rule becomes

$$\frac{df}{dt} = \frac{\partial f}{\partial x} \frac{dx}{dt} + \frac{\partial f}{\partial y} \frac{dy}{dt} + \frac{\partial f}{\partial z} \frac{dz}{dt}$$.

Although you can think of this as simply dividing by dt, it is not. It is obtained through methods beyond the scope of this physics-oriented calculus class. You should recognize it, however, as a special case of the chain rule with x, y, and z as functions of two variables (or n variables, but n variables should be clear from the case n=2).

$$\left( \frac{\partial f}{\partial t} \right)_s = \frac{\partial f}{\partial x} \left( \frac{\partial x}{\partial t} \right)_s + \frac{\partial f}{\partial y} \left(\frac{\partial y}{\partial t}\right)_s + \frac{\partial f}{\partial z} \left( \frac{\partial z}{\partial t} \right) _s$$.

We could follow the same pattern and write $$\left( \frac{\partial f}{\partial x} \right)_{y,z}$$ but we will take the convention that the partial derivative with respect to a variable automatically assumes that the other explicitly appearing variables are constant. Using this convention,

$$ \frac{\partial f}{\partial t} = \frac{\partial f}{\partial x} \frac{\partial x}{\partial t} + \frac{\partial f}{\partial y} \frac{\partial y}{\partial t} + \frac{\partial f}{\partial z} \frac{\partial z}{\partial t} $$.

Now, for the more tricky case, suppose we have f(x, y(x), z(x)) (the same techniques used here will apply to anything similar). Let's apply the chain rule to find the total derivative of f with respect to x, including changes that occur through y and z.

$$ \frac{df}{dx} = \frac{\partial f}{\partial x} + \frac{\partial f}{\partial y} \frac{dy}{dx} + \frac{\partial f}{\partial z} \frac{dz}{dx}.$$

Notice that you can obtain this by dividing the differential form of the chain rule by dx. But this does not always work, so beware.

Let's consider one final case, if we have f(x, y, z(x,y))

$$ \left( \frac{\partial f}{\partial x} \right)_y = \left( \frac{\partial f}{\partial x} \right)_{y,z} + \frac{\partial f}{\partial z} \frac{\partial z}{\partial x} $$.

Putting the subscripts to indicate what is held constant is absolutely critical here. I put in the subscripts on the first term on the right-hand side for emphasis. The left-hand side is the derivative of f(x,y), with z having been replaced by something in terms of x's and y's, which is the whole point of the chain rule in the first place. Notice that if I accidentally omitted the subscript on the left, then it would cancel with the term on the right, and leave me with a horribly wrong answer. Also notice that the derivative with respect to y disappeared on the right, that is because the partial derivative of y with respect to x is zero since we assumed them to be independent.

When working with partial derivatives, you should never cancel them or treat them as fractions. When in doubt, apply the chain rule, not intuition. Also, it may be helpful to check your answers, as well as the results here, concrete examples.

Problems

Differentials using partial derivatives
Problems

Critical points, maximums, and minimums
Problems

title: Partial derivative


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Talk:Music/Software/Creating music with your PC

...or :Computer Science meets Music

Established 00:28, 4 November 2006 (UTC)

WikiSound and beyond
I'm wondering if we can't revive the old Wikisound discussion in this new context, now that we have a platform for originality. CQ 00:32, 4 November 2006 (UTC)

Audacity
Audacity looks like an excellent resource! What a neat site! CQ 00:37, 4 November 2006 (UTC)

huge scope
This actually seems like a huge subject. There are so many aspects and ways and environments in which one can make music on computer.
 * Sequencers (reason, cubase, logic, nuendo, Rosegarden, MusE, GarageBand...)
 * DAWs (ardour, protools...)
 * Trackers (renoise,buzz...)
 * graphical patcher languages(Pure Data, Max/MSP...)
 * programming languages (SuperCollider, ChucK, Csound...)

The questions is, what level to take and what to omit from this vast pool of knowledge... Also, I'd personally go towards free solutions - LinuxAudio is now very very functional and usable, even on Pro level. Novadeviator 10:00, 29 April 2010 (UTC)


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User talk:Joshoisasleep

Welcome to Wikiversity. Is there any one topic in biology that is of particular interest to you? --JWSchmidt 00:29, 4 November 2006 (UTC)

Joshoisasleep 04:27, 5 November 2006 (UTC) - The basics... I'm interested in getting a good foundation of knowledge so that I can go on to higher education. I want to learn about human biology from the ground up, but my main specific area of interest is to learn about tumor/cancer growth. I'm also interested in body chemistry, and how the various substances we consume affect how our body works/how the body reacts to them.

Any guidance you could offer would be wonderful... I'm very enthusiastic.

title: User talk:Joshoisasleep


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Audacity

The is free, open source software for recording and editing sounds. It is available for download here for Microsoft Windows, macOS/Mac OS X and GNU/Linux.

What's it for?
This is a Wikiversity learning resource placed here to help folks with:
 * Getting started with sound recording
 * Creating music with your PC
 * Wiki Campus Radio
 * Topic:Audio Engineering
 * Topic:Learning Objects (The kind that can be heard)
 * Topic:Internet Audio

 * Converting to OGG for Wikiversity
 * One of the most important uses for Audacity at Wikiversity is to convert WAV and AIFF files to OGG files.

 * Wikiversity only uploads OGG files. Attempts to upload other file formats gets a very vague error message so you must use a program like Audacity to do the conversion.

 * To do this, start a new page in Audacity. Then IMPORT your WAV or AIFF file.   Trim and export to OGG.  Very easy!

Lessons

 * Wikiversity tutorial on installing Audacity and basic editing
 * /Processing vocals/
 * Audacity Tutorials

Getting started

 * Audacity User Manual
 * Audacity Website
 * Download Audacity
 * Audacity article at Wikipedia

Main menu
The main menu of audacity contains:
 * 1) File – New, Open, Close, Save Project, Save Project As, Export... (8 export options), Page Setup, Print, Preferences, Exit
 * 2) Edit – Undo, Redo, ... Move Cursor, Snap to...
 * 3) Select ' make audio selections
 * 4) View – Zoom In, Zoom Normal, Zoom Out, ... Float Mixer Toolbar, Float Meter Toolbar
 * 5) Transport - Playing, Recording, Scrubbing ...
 * 6) Tracks - Add New, Mix, ... Sync-Lock
 * 7) Generate – Silence, Tone, Noise, ...
 * 8) Effect – Amplify, Auto Duck, ... Truncate Silence, WahWah
 * 9) Analyze – Contrast, ... Find Clipping
 * 10) Tools - Macros, Screenshot, ... Sample Data Import
 * 11) Extra - provides access to Toolbar operations, commands for track focus and movement of the editing or playback cursor
 * 12) Help – Online Help, About Audacity

Wikibooks

 * Digital Music Composition/Tracking

Wikiversity

 * Wiki Campus Radio – wiki & radio
 * Wikiversity Reports – webcasts

title: Audacity


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Talk:Internet audio

Open Letter
I think we should draft an open letter to the open source/free software community asking for support for this learning project.

Possible recipients:
 * Xiph.org
 * Audacity community
 * LADSPA group
 * Rosegarden
 * ...many more

 * advogato.org Mirwin 03:59, 4 November 2006 (UTC)

This open letter may be a good way to promote Wikiversity, support open content and create learning resources for building up repositories and outlets for it.

I don't think it is at all inappropriate to advertize open source tools on certain Wikiversity-sanctioned sites, both internal and external. In fact, I think a Wikiversity Internet Audio platform should be quazi-commercially supported through a sponsorship or private grant agency that may spring from learning projects as Entrepreneurial businesses.

Just a thought. CQ 02:55, 4 November 2006 (UTC)

title: Talk:Internet audio


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Topic talk:Entrepreneurial businesses

Grant agency
I'm looking for ideas and resources for forming a grant agency that searches for public and private grants and sponsorships for what I call "quazi-commercial" ventures mostly in Educational Media venues. These ventures have some semblance to commercial ventures, but are formed around NPC guidelines, for example "advertising" is called "underwriting" but can still be expenced as advertizing. Thanks in advance. CQ 05:17, 4 November 2006 (UTC)

active participants?
are all of these supposed participants active?

User: Prof. Vivek Sharma--Prof. Vivek Sharma 07:33, 14 January 2008 (UTC) User:JWSchmidt User:Ray Shan User:CQ User:Reduan User:Ovenheizung

???? Michael Ten (talk) 16:05, 18 December 2012 (UTC)

title: Topic talk:Entrepreneurial businesses


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Talk:Mad Max's - Computer Set Up for Film Scoring

Regarding suggested equipment
At the moment I do not have a thousand dollars to invest in a new Mac and Garageband which is too bad. I like your approach to creating appropriate sound tracks. So I am going to audit the coursework and complete what assignments I can with what I can throw together on my hodge podge or old systems. Sorry Max but that is how I am going to proceed. I will understand if you do not want to go to special effort to redline or grade my work. Nice material so far. I attempted to produce a multimedia game but the project failed as I could not hire a software engineer and we could not escape bug lock with the damn windows tools I purchased. I am now an ardent fan of open source tools. Mirwin 05:20, 4 November 2006 (UTC)
 * grhh! http://www.freebyte.com/music/  Obviously going your own way can be time consuming.
 * http://www.findsounds.com/palette.html Maybe useful for homework with sound editor. Mirwin 05:45, 4 November 2006 (UTC)

Why I recommend GarageBand or Digital Performer

 * Why Use GarageBand?
 * The first reason I recommend GarageBand is most all schools have this software. While most schools do not have the optional Jam Pack: Symphony Orchestra, it is low cost (under $100) as compared with options from MOTU.  As far as I know, GarageBand with Jam Pack: Symphony Orchestra is the cheapest way to get into film scoring with symphony orchestra instruments that exist inside your computer.

 * The second reason is using GarageBand is extremely fast when getting started. The first project is to create the sound of fear and most kids (once they figure out what they are doing) can complete the assignment in 15 minutes if the school has Jam Pack: Symphony Orchestra with GarageBand.

 * The third reason is I hope this course will be used by film schools (high school, community college, college and university.) Therefore, I selected GarageBand and Jam Pack: Symphony Orchestra because most teachers are able to install this software without problems. This is extremely important since currently ALL film schools that teach film editing do NOT teach film scoring therefore student never learn the correct way to edit movies that need narrative film scores.

 * Other Options
 * If you have the extra time and energy, you can do narrative film scoring (musical sound effects which narrate the movie) using other methods such as audio recording and processing the audio files with your computer. This will take you more time but this method will produce very interesting results. While schools do not have the extra time to use this method, this should not stop people at home who do not have synthetic instruments inside their computer from using audio recording and processing of musical sounds and musical sound effects.

Robert Elliott 19:14, 4 November 2006 (UTC) (for Mad Max who is on vacation this week.)


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Talk:South African Law/Cession

If this is a course, it should probably be moved out of the Topic: namespace. The Jade Knight 06:06, 4 November 2006 (UTC)
 * Yeah, I was going to ask somebody to do that, i.e. redirect to the relevant place. I have still not got my head around the naming conventions but would be grateful if you would redirect to where it has to go. Thanks. Andrew massyn 06:13, 4 November 2006 (UTC)

title: Talk:South African Law/Cession


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User:Andrew massyn

Hi, In real life I am an attorney based in Cape Town, South Africa. I also lecture part time at the local college. I am more active on wiktionary  where I am an administrator. You can e-mail me here

title: User:Andrew massyn


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User:Jeanpol

Regarding official information about myself, please look here: Jean-Pol Martin, and here: Learning by teaching

= My current international projects =

Constructing knowledge with young people in Africa
Here: User:jeanpol/Africa

The students-network (IPK-module)
Within the university I'm offering a module able to be inclueded in every program of studies regardless of the grade, the subject and the students nationality. The students obtains 5 credit points (130 work-houres). The frame is following: - Chosing a country where the projects were carried out - Building students-groups (bi- or trinational) about 10 persons each group - Chosing a topic for the research (free and depending from the subjects that students are studying) - Setting up a desing for the research (agenda) - Setting up a homepage in order to present the research-steps and the research results at the end of the projects - Planing a journey in the target-country - Carrying out the journey - Presenting the results at the end of the project
 * 1. Participants: currently the module is conceived for students but it could be adapted to every sort of participants.
 * 2. Communication: virtualy (depending from participants-location its possible to organize meetings)
 * 3. Duration: about 6 months with an amount of 130 work-houres.
 * 4. Tasks:
 * 5. In case of success, the participants get a certificate (5 credits).

Searching for and finding IPK-students in
Germany, New York, Japan, Kasan (Russian), Bahr Dahr, Addis Abeba (Ethiopian), Sofia (Bulgarian), Istanbul. Here my blog: http://eo-007-ipk.ku-eichstaett.de/ipk-blog

Articles with contribution by me
Jean-Claude Simon; Learning by teaching

Weblinks

 * The millenium project
 * Lernen durch Lehren (LdL)
 * Internet- und Projektkompetenz (IPK)
 * The palace of knowledge

de:Benutzer:Jeanpol fr:Utilisateur:Jeanpol

title: User:Jeanpol


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