text:
User talk:Betsyl

 Hello Betsyl, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --JWSchmidt 03:39, 1 September 2008 (UTC)

title: User talk:Betsyl


text:
Talk:Educational Media Awareness Campaign/Information technology/POTD 2

neat picture Emesee 04:00, 1 September 2008 (UTC)

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


text:
File talk:Various-133-1000cf.jpg

iwant to ask aquestion
 * Hello, about what ? You can ask questions in the Colloquium or at Help desk. See you, Erkan Yilmaz uses the Chat (try) 16:05, 1 September 2008 (UTC)

title: File talk:Various-133-1000cf.jpg


text:
Disruptive innovation

 (or disruptive technology) is a term proposed by Clayton M. Christensen to describe a new technology that unexpectedly displaces an established technology. This is contrasted with sustaining technology, which is viewed as incrementally improving or evolving technology.

Are educational wikis disruptive technologies?
At least in the context of education, wikis are arguably disruptive technologies. Traditionally, knowledge-content was stored and held by experts, schools, publishers, etc. - even in the digital age and even with the advent of supposedly student-centered "learning management systems". However, educational wikis put a simple technology in the hands of "students" and "teachers" alike and minimise reliance on arbitrary power-structures in the educational socio-dynamic of information-brokering.

title: Disruptive innovation


text:
Optimal classification/equations

Truth table size-related equations
These equations determine the truth table size from the highest value of logic and the number of characteristics in the set and in the group for the bounded class of elements and denote the range of the truth table values for the set and the group.

Group size

 * $$ Q = V^C $$, where:

 * Q is the group size
 * V is the highest value of logic in the group,
 * C is the highest number of characteristics in the group.

Set size

 * $$ R = V^K$$, where:

 * R is the set size
 * V is the highest value of logic in the group,
 * K is the highest number of characteristics in the set.

Maximum number of pairs of elements to separate
Maximum number of pairs of elements to separate refers to triangularization of the matrix to permit comparison of each element with every other element to determine the number of pairs that are separable or disjoint. Pairs are separable or disjoint whenever the logic values of the elements that make up a pair are different. In theory, therefore the maximum possible number of pairs that can be separated is determined by the following equation:
 * $$ p_{max} = \frac{\left[{G (G-1)}\right]}{2} $$, where:

 * pmax is the maximum number of pairs to separate, and
 * G is the number of elements in the bounded class.

Order of elements
The elements are arranged in descending order according to their truth table value, i.e., the value calculated as the sum of each characteristic's logic state value times the highest value of logic raised to the power of the order of the characteristic. The element truth table value allows elements to be sorted and identified as unique or equivalent.

 * $$ e_i = \sum_{j=0}^C \left[v_{i,j} V^{(C-j)}\right]$$, where:

 * ei is the element truth table value in the group,
 * V is the highest value of logic in the group,
 * v is the value of logic of each characteristic in the group,
 * j is the jth characteristic index, where:

 * j = 0..C and where:
 * C is the number of characteristics in the group,

 * i is the ith element index, where:

 * i = 0..G and where:
 * G is the number of elements in the bounded class.

The general identification equation

 * $$ S_j = \frac{1-{V^{-j}}}{1-V^{-C}}$$, where:

 * Sj is the theoretical separatory value per jth characteristic,
 * C is the highest number of characteristics in the group,
 * V is the highest value of logic in the group and
 * j is the jth characteristic index in the target set, where:

 * j = 0..K and where:
 * K is the number of characteristics in the target set.

Minimal number of characteristics to result in theoretical separation

 * $$ t_{min} = \frac{\log G}{\log V}$$, where:

 * tmin is the minimal number of characteristics to result in theoretical separation,
 * G is the number of elements in the in the bounded class and
 * V is the highest value of logic in the group.

Target set truth table values
$$ t_i = \sum_{j=0}^K v_{i,j} V^{(K-j)}$$, where:
 *  ti  is the truth table value of the target set,
 *  vi,j  is the element's attribute value,
 * i is the ith element's index value, where,
 * i = 0...G' where G is the number of elements in the bounded class, and,
 * j is the jth characteristic's index value, where,
 * j = 0...K and where,
 * K is the number of characteristics in the target set,
 * V is highest value of logic in the group,
 * V(K-j) is the positional value of the jth characteristic.

$$ n_{t_i} = n_{t_i} + 1 $$, where,
 * nt i contains the multiset count for each truth table value.

Initial separation
$$ S_j = \frac{\left[(G^{2})-\sum_{l=0}^{R} n_l^{2}\right]}{2}$$, where:
 * Sj is the initial empirical separatory value for each characteristic, where,
 * j = 0...C and is the index of the jth characteristic in the group and C is the number of characteristics in the group, and,
 * l = 0...R and is the truth table value of the jth characteristic, where R is the truth table size, where:
 * R = V0, and,

 * V is the highest value of logic in the group and,
 * 0 is the target set exponent for a single characteristic, and,
 * G is the number of elements in the bounded class.

Subsequent separation
$$ S = \frac{\left[(G^{2})-\sum_{l=0}^{R} n_l^{2}\right]}{2}$$, where:
 * Sj is the initial empirical separatory value for each characteristic, where,
 * l = 0...R and is the target set truth table index value, where R is the target set truth table size value, where:
 * R = VK, and,

 * V is the highest value of logic in the group and,
 * K is the number of characteristics in the target set, and,
 * G is the number of elements in the bounded class.

title: Optimal classification/equations


text:
Mesoscopic Physics/What is Mesoscopic Physics

Meaning of the name "Mesoscopic Physics"
"Meso" refers to length scales intermediate between microscopic (single atoms) and  macroscopic scales (where the usual classical, bulk behaviour takes over). This regime was first identified as interesting in the study of phase transitions, where new phenomena occur when the correlation length of fluctuations becomes similar to the system size. Later, the development of small (micrometer sized) metallic or semiconducting structures in the computer industry prompted researchers to ask what happens when electrons move in these small spaces. Three effects become crucial:
 * Fluctuations (of charge, current, resistance etc.) become important, since 'self-averaging' is less effective if there are only a small number of particles
 * Interactions become more important, as the Coulomb repulsion in these tightly confined spaces may overwhelm the thermal energy at sufficiently low energies
 * Quantum interference effects show up, and can be used to realize devices such as interferometers

Often, one has to deal with the interplay of all three of these phenomena. Quantum mechanics and statistical averaging procedures are important ingredients in describing such "mesoscopic systems". --FlorianMarquardt 12:30, 31 August 2008 (UTC)

A brief history of the field
(Describe some highlights in chronological order)


text:
Mesoscopic Physics/Discussion

The purpose of this page is to keep a wishlist of features to introduce, or to discuss about general aspects of presenting the material. It is helpful if you sign your contributions.

General ideas

 * More detailed introductions to various subtopics, like 'random matrices in mesoscopic physics'

 * Glossary: should not be divided into math/physics. Short entries on a single page (alphabetically listed) have the advantage of giving an easy overview, facilitating searching (by the browser search function), and enabling printing everything at once. However, some more important topics may include links to more detailed explanations in subpages (or Wikipedia, if a good description exists there). Note: subpages can be introduced by entering links of the type /My Subpage/ (note the slashes).
 * See also: Help:Subpages

 * Links (with commentary) to "classic" papers in mesoscopic physics

 * Introduce a "wish-list" for terms to be explained in the glossary

 * A list of links to groups in mesoscopic physics ? (or at least to those in the SFB)

 * Produce "guides" through selected papers (classics and more recent ones): These would include commentary on the context, list the prerequisites for understanding the paper, and pick some sections of the paper and explain their meaning in more accessible terms

title: Mesoscopic Physics/Discussion


text:
Talk:Resources and Processes for Social Entrepreneurship

How should this be approached?

We can assume the students have some funds - a small amount to get started including for example a few site visits, ....

By now they have an idea which has gained some level of acceptance and have probably even got a broad plan. Now is the time for more detailed planning.

Here is a suggestion:

...


text:
Category talk:BCP/SEPA/9

 notcategory=BCP/SEPA/10 category=BCP/SEPA/9

 category=BCP/SEPA/10 category=BCP/Using old color field

title: Category talk:BCP/SEPA/9


text: File:MG0901 158300453.PNG

title: File:MG0901 158300453.PNG


text:
How to ask questions

This is a learning resource about how to enquire about things by asking questions:
 * 1) How to ask questions the smart way (Eric S. Raymond)
 * 2) How to ask a question (Microsoft)

title: How to ask questions


text:
BCP/Caryopteris

Caryopteris

title: BCP/Caryopteris


text:
BCP/Caryopteris/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny talk 12:59, 1 September 2008 (UTC)
 * --SB_Johnny talk 10:38, 24 September 2008 (UTC)

title: BCP/Caryopteris/Logs


text:
Electrical Power Economics/Introduction/Intro

Introduction to Economics of Power Generation
One of the most prominent in the monthly bill of every household is the Electricity bill. In most countries the cost of electricity has seen a steady increase, which has resulted in ordinary people being forced to question the electricity levy system. How is the electricity bill constructed, regulated and justified?

This is the first of 6 lectures that will discuss how the per unit cost of electricity and other economic factors are determined to ensure sustainable electrical energy supply to the modern power-hungry consumer. After this brief introduction, we will look at the expressions for cost of electrical energy and an in-depth discussion of tariffs, formulation and how they are regulated for the overall benefit of the consumer.

Lesson Preview
By the end of this lesson, the student is expected to be comfortable with the following:

 * Definitions in economics of electric energy
 * Cost of electrical energy
 * Depreciation involved in the economics of electrical energy


text:
Electrical Power Economics/Introduction/Part2

This lesson is an Introduction to the economics of electrical power generation. The following are some important definitions.

Interest:
 * The cost of use of money.

Depreciation:
 * decrease in value of power station due to constant use.

These definitions are important as they will be tapped on to from time to time in this course. The student is encouraged to commit these to memory.


text:
Electrical Power Economics/Introduction/Part3

Electrical supply companies (usually called Utilities) have to make profit for the effort of producing; transmitting and distribution of electrical energy. It is thus desirable that the perunit cost of production is as low as possible, that is to say that it must be cheap for them to produce electricity and yet be able to make profit from the amount that they will be selling each unit to the consumer.

The following factors influence the production cost of electrical energy:
 * 1) cost of land and equipment
 * 2) Depreciation of equipment
 * 3) Interest on capital investment

We can now define the economics of power generation as:

The art of determining the per unit ( 1kWh ) cost of production of electrical energy


text: Category:Mesoscopic Physics

title: Category:Mesoscopic Physics


text:
The Real and Complex Number System

Real Analysis
The Real analysis is a branch of mathematical analysis dealing with the set of real numbers. In particular, it deals with the analytic properties of real functions and sequences, including convergence and limits of sequences of real numbers, the calculus of the real numbers, and continuity, smoothness and related properties of real-valued functions.

The goal of this course is to prepare a student to acquire skills on the foundations of the basic theorems and results that shape the mechanisms of calculus and real analysis, and to progress towards a deeper understanding of mathematical ideas that will be a basis for further courses including linear algebra, advanced real analysis, complex analysis, functional analysis, partial differential equations, Lebesgue theory, calculus on manifolds, and the integration of differential forms.

Our course begins with some fundamental observations about other number systems that we have dealt with in the past.

The Natural Numbers
The natural numbers arise as the simplest abstraction for the notion of quantity. They are usually conceived of as "counting numbers" and for the purposes of this course (and unless otherwise stated), begin with 1. If we try to abstract a little further, we can observe that as "counting numbers," they have the property of always having a successor. That is, if you have a natural number, you can always find a new natural number, its successor, such that no other natural number lies between that number and the former.

For example, if I give you the natural number 1729, then the only possible successor would be 1730. On the other hand, not every natural number is the successor of some other natural number. If I say that 2008 is the successor of a number, then the original number would be 2007; however there is no natural number $$n$$ such that 1 is the successor of $$n$$.

The existence of a "successor property" implies (as you should verify) that there is a least natural number: 1. Also, this property implies the existence of an algorithm for creating a new natural number from any given natural number.

When talking about systems of numbers, it is helpful to write instead the set that describes all of the numbers within the system. For example, what happens if we somehow "group" all natural numbers? We will not talk -- for the moment -- about "how many" natural numbers one can have. Intuitively, you might say that this number is infinite, but we must be a little more precise and rigorous about the mathematical concept of "infinity." We can certainly assume, however, that it is possible to talk about the set that contains all of the natural numbers (since the property constructs all of them). We give that set a distinctive character: $$\mathbb{N}$$. Using proper mathematical notation, we write this as

$$\mathbb{N}=\{x : x \mbox{ is a Natural Number}\}$$

We will continue developing more concepts of $$\mathbb{N}$$ as we move forward, such as what it means for $$\mathbb{N}$$ to be a partially ordered set or a countable set, but we will not deal with their formal construction here since they deal with Set Theory, a totally different course.

The Integers
The integers can be thought of as an "extension" of the natural numbers, to include negative numbers as well as the number zero. We call the set of all integers $$\mathbb{Z}$$. In the language of set theory, we say that $$\mathbb{N}$$ is a subset of $$\mathbb{Z}$$ and write this as $$\mathbb{N}\subset \mathbb{Z}$$.

Many properties of the integers are inherited from the natural numbers, but for the sake of this introduction we will not develop their formal construction, which belongs to a more rigorous course on set theory and foundations of mathematics. On the other hand, the existence of negative integers implies that unlike the natural numbers, there is no smallest integer (it is left to the student to demonstrate this).

The Rational Numbers
In the same way that the integers may be thought of as an extension of the natural numbers, the rational numbers may be considered an "extension" of integers. They are formally constructed as equivalence classes of pairs of integers, and represent all the fractions that we know from basic arithmetic. The set of all rational numbers is called $$\mathbb{Q}$$, and consists of all pairs of integers $$\langle m,n \rangle,n \neq 0$$ in the form $$\frac{m}{n}$$.

One would think that, by adjusting the numerator and denominator of a rational number, any conceivable number could be expressed, and indeed $$\mathbb{N}\subset\mathbb{Z}\subset\mathbb{Q}$$. But from our knowledge of solutions to algebraic equations, there are situations in which $$\mathbb{Q}$$ is not sufficient to express a solution to a given equation. Take the question leading to the famous "Pythagorean catastrophe", to wit:

"Is there a rational number $q$ such that $q^2=2$?"

The Incompleteness of the Rational Numbers
We are now going to tackle the question of the "completeness" (without actually defining what it means to be complete) of the rational numbers. Intuitively speaking, we want to find out if there exists any number that cannot be expressed using $$\mathbb{Q}$$. Take the unit square, for instance (a square that measures one unit on each side). Isn´t it natural for us to wonder about the number that represents the "length" of the diagonal of this square?

Pythagoras' theorem tells us that this number is $$\sqrt{2}$$. But what the symbol $$\sqrt{2}$$ tells us is "find a number x such that its square equals 2" In other words,

$$x=\sqrt{2} \iff x^2=2$$.

Let us show how no rational number can solve this equation (equivalent to saying: "let us show that the square root of two is not a rational number"). The proof is by contradiction.

Let us first assume that $$\sqrt{2}$$ is a rational number. Then, it can be written in the form $$\frac{m}{n}$$, where both $$m$$ and $$n \neq 0$$ are integers. Without loss of generality, assume that $$m$$ and $$n$$ are the smallest such numbers, in other words, that $$\frac{m}{n}$$ is written in lowest terms. Thus, we can write:

$$\left (\frac{m}{n} \right )^2 = \frac{m^2}{n^2} = 2$$.

Or, equivalently, $$m^2=2n^2$$, which shows that $$m^2$$ is an even number. Then m is an even number, since the square of an even number is even and the square of an odd number is odd (justification left to student). Then write $$(2k)^2 = 4k^2 = 2n^2$$ for some integer $$k$$, which shows that $$n^2$$ is even and so therefore is $$n$$. Now we have $$m$$ and $$n$$ both even numbers, contradicting the assumption that $$\frac{m}{n}$$ is written in lowest terms. Hence $$\sqrt{2}$$ is not a rational number.

The Real Field
See Real Numbers

The Complex Field
See Complex Numbers

There is no real number that is the square root of a negative real number. That is, no real number, multiplied by itself, can yield a negative number, as a result of the field axioms of the real number system. But if we define the square root of -1 as a non-real number ỉ, a new number field is created. This is the Complex number field.

Dedekind Cuts
See Dedekind Cut.

title: The Real and Complex Number System


text:
User talk:Cœlispex

 Hello Cœlispex, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! -- DarkMage 18:24, 1 September 2008 (UTC)

Hey any news on the Real Analysis course? Thanks, W3asal 19:02, 25 September 2008 (UTC)

Lecture notes, The Real and Complex Number System
Hello,

I've taken the liberty of editing the existing sections of The Real and Complex Number System to expand and (hopefully) clarify those sections. See the discussion page and history for those resources. Please do not undo those changes en masse, as I feel that most of what I have done reflects positive change. All of the changes reflect original work on my part based on my own undergraduate work in real and complex analysis.

This is a big project and I hope you can use the assistance. If you like what I have done I would be happy to do more. Please post to the resource discussion page or my user discussion page any questions or comments, as I am unlikely to check this discussion page very frequently. Thank you and I hope that I can be of assistance. John. JohnCSUB05 01:29, 26 October 2009 (UTC)

title: User talk:Cœlispex


text:
Portal:Wikimedia Studies/Featured

Wikipedia Ethics is a research and learning project which has its main focus on problems arising from the over a quarter-million biographies of living persons (BLPs) at Wikipedia. Many Wikipedia articles characterize people, organizations, events, and other aspects of human activity. It is easy for Wikipedia editors to make mistakes and enter false information. Sometimes Wikipedia editors spend years editing Wikipedia articles in an attempt to make sure that false and biased information stays out of Wikipedia. This can do real damage to human lives. The degree to which the content and practices of Wikimedia projects adhere to commonly recognized principles of ethics is what this project examines. Is Wikipedia "out of control"? What are the ethical implication for the Wikimedia Foundation when Wikipedia is hijacked by POV-pushers who derail the goals of Wikipedia?

title: Portal:Wikimedia Studies/Featured


text:
User talk:Katluvdogs/Ms.Puskarz:Class Notes

Hello, is this a project by Trinity Collegiate School ? Erkan Yilmaz uses the Chat (try) 18:31, 1 September 2008 (UTC)

no, it's clearly a homework website.

clearly a homework website. -- peace luv chicken grease --girlygirl2009


text: Portal:Wikimedia Studies/Media

title: Portal:Wikimedia Studies/Media


text:
User:Cœlispex

About Me
Math/Physics Enthusiast. Autodidact.

Current Activities
I am involved in developing the Wikiversity Project, particularly in the areas of Pure Mathematics and Theoretical Physics. The current projects I am working on are:

 * Introduction to Real Analysis
 * Methods of Differential Geometry for Physics
 * Theoretical Classical Mechanics
 * Introduction to Quantum Mechanics
 * Introduction to Special and General Relativity

I intend to work these subjects in the form of Courses, during the following 4 to 5 months, and then begin a new "semester" with new Courses avaliable.

Feel free to give me any advice or suggestion. I welcome anyone who would like to join me in the Courses for this semester.

News
I've developed the outline for the Introduction to Real Analysis course. --Cœlispex 18:43, 1 September 2008 (UTC)

title: User:Cœlispex


text:
User:Dark Mage/Userpage

<!- Leave the above configurations alone, due to it's complex configuration - alterations will not be tolerated, if you need to copy the coding for what ever reason please speak to Dark Mage on his talkpage. -!>

title: User:Dark Mage/Userpage


text: Category:Complex numbers

title: Category:Complex numbers


text:
Category:Real numbers

ru:Категория:Вещественные (действительные) числа

title: Category:Real numbers


text:
Talk:Introduction to Real Analysis

Hello, I intend to post material for the first lecture on this course. This ought to be a group attempt to understand and study Real Analysis, and any help is desired. If anyone is interested, PM me.

Material discussion and further explanations should be posted in these discussion pages. Good Luck to you all. --Cœlispex 19:25, 1 September 2008 (UTC)

title: Talk:Introduction to Real Analysis


text:
User talk:Katluvdogs

Hello Kat, welcome around here. I hope we can help you succeed in your learning goals for the science class. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 19:54, 1 September 2008 (UTC)

Welcome
 Hello Katluvdogs, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 19:54, 1 September 2008 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

Licence
Hi Kat, unfortunately many/all your uploads don't contain a licence. Here is a list of what you so far uploaded. Would you mind adding a licence ? First you need to decide which licence you want, see e.g. License tags Then you can add the licence like this: go to the media page (e.g. ) + add the licence on the page there: example: add   in order to indicate that a media file is licensed under the GFDL. ALSO be sure to describe the source of the media file. Erkan Yilmaz uses the Chat (try) 16:13, 9 September 2008 (UTC)

Direct link ot PDF file
You can use this :  [[Media:BIO_October_Calendar.pdf|October Calendar]]  to make a link to your file and gives this display : [[Media:BIO_October_Calendar.pdf|October Calendar]]; intead of put an number link, and after click on the link as you say in this page. Crochet.david 19:01, 28 September 2008 (UTC)

message to convey to all persons of working group
Many people are deposited on wikiversity images. Thank you to them, it contributes much to improving the system of sharing knowledge and expertise.

As against many of them are illegal because there was no indication of license. However, on a project of the Wikimedia Foundation, it is not allowed to have non-free images, so images without licenses.

Can you ask everyone you know and who works in these working group to return to their images download and put a proper license.

In addition, there is a specific project, a place created especially in the foundation for uploading images. This is Wikimedia Commons.

Rather than upload images to wikiversity, it is strongly recommended to the Commons. This gives the big advantage that these images may be used by all wikis

http://commons.wikimedia.org

If you have any questions, any problems, please come especially to discuss http://en.wikiversity.org/wiki/Wikiversity:Colloquium

Thanks in advance. Crochet.david 08:59, 3 November 2008 (UTC)

licence about Image:The Power of Labels.pdf
This file can't be under GFDL licence, because it contain some image under copyright licence. Crochet.david 23:48, 6 December 2008 (UTC)

Image Tagging Image:Genetically Modified Organisms.pdf
Thanks for uploading Image:Genetically Modified Organisms.pdf. I notice the image page currently doesn't specify who created the content, so the copyright status is unclear. If you have not created this media yourself then you need to argue that we have the right to use the media on Wikimedia Commons (see copyright tagging below). If you have not created the media yourself then you should also specify where you found it, i.e., in most cases link to the website where you got it, and the terms of use for content from that page. If the content is a derivative of a copyrighted work, you need to supply the names and a licence of the original authors as well.

If the media also doesn't have a copyright tag, then you must also add one. If you created/took the picture, audio, or video then you can use to release it under the multilicense GFDL plus Creative Commons Attribution-ShareAlike All-version license or PD-self to release it into the public domain. See commons:Commons:Copyright tags for the full list of copyright tags that you can use.

Note that any unsourced and untagged images will be deleted one week after they have been uploaded, as described on criteria for speedy deletion. If you have uploaded other media, please check that you have specified their source and copyright tagged them, too. You can find all your uploads using the Gallery tool. Thank you. TeleComNasSprVen (discuss • contribs) 06:22, 15 March 2014 (UTC)

title: User talk:Katluvdogs


text: Category:User knowledge-mils-2

title: Category:User knowledge-mils-2


text: Category:User knowledge-mils-3

title: Category:User knowledge-mils-3


text: Category:Primary mathematics

title: Category:Primary mathematics


text:
Portal:Wikimedia Studies/Intro

Jimmy Wales Comments at Wikimania 2006 "..... the idea here is to also host learning communities, so people who are actually trying to learn, actually have a place to come and interact and help each other figure out how to learn things. We're also going to be hosting and fostering research into how these kinds of things can be used more effectively." (source)

Wikiversity is the place for research into "all things wiki" and the Wikimedia Foundation wiki projects, in particular. This portal is a directory for Wikimedia Studies at Wikiversity.

title: Portal:Wikimedia Studies/Intro


text:
Portal:Wikimedia Studies/Related

Portal:Wiki is the Wikiversity Portal about all things wiki. The portal has three pages. The first page is a directory of Wikiversity resources about MediaWiki, the software that is used to power all Wikimedia wikis. The second page has links to Wikiversity pages about the Wikimedia Foundation and the sister projects such as Wikipedia and Wikibooks. The third page is a guide to the Wikiversity learning resources that are about how to participate in the Wikiversity community.

title: Portal:Wikimedia Studies/Related


text:
User talk:Xxagile

 Hello Xxagile, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --JWSchmidt 00:33, 2 September 2008 (UTC)

title: User talk:Xxagile


text:
Alternating potential difference

Alternating Current Potential Difference is a nondestructive testing technique (NDT) that is used to determine the size (in particular depth) of a crack in a piece of metal. Finding and sizing cracks is important, as cracks indicate a structural weakness that is likely to end in failure. Accurately measuring the size of a crack allows us to make predictions as to the likelihood and timing of such a failure. By monitoring the depth of a crack over a period of time, we can observe the rate at which the crack is growing, and more accurately predict the likely timing of failure.

ACPD works by making use of the skin effect of current flow on the surface of metallic objects. We start by injecting a high-frequency AC voltage (~5kHz) across the piece of metal being tested. Ideally, the two electrical contacts are placed equidistant from the crack being tested, with the current flowing perpendicular to the axis of the crack. Then we take voltage (potential difference) readings across the metal, using a probe that ensures the potential difference is measured over the same distance each time. We need two voltage readings, one across the crack, and a second reference measurement as close to the crack as possible.

-The skin effect basically means that the current will flow along the surface of the metal, so if there's a crack, the current will travel further and the potential difference will be greater. And the deeper the crack, the higher the voltage. So, we can determine the crack size by comparing the crack voltage to the reference voltage as follows:

Crack Depth = Δ/2 (Vc/Vr - 1)

Where: Δ -is the probe separation. Vc -is the crack voltage. Vr -is the reference voltage.

-A related technique for detecting and sizing cracks without the need for electrical contact is ACFM (Alternating Current Frequency Measurement).

Limitations of ACPD The surface being tested must be very clean. Accurate orientation of the probe is very important.

title: Alternating potential difference


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User:Jdabull83

Hi!

title: User:Jdabull83


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FLOSS/FLOSS for Social Entrepreneurs and Students of Social Entrepreneurship

<<

For social entrepreneurship it makes sense to use FLOSS in the interests of digital inclusion.

The type of FLOSS needed will vary according to the nature of your project, etc..

Although there is likely to be overlap, the spaces below are for sharing links to useful FLOSS for social entrepreneurship activities, data capture, analysis, reporting, etc.

Please add software libre available and indicate how it may be used in a student social entrepreneurship project.

Education
A list of FLOSS for Education is provided here - though the software may be used in many contexts other than education, and we include office productivity tools for use in this context (of writing up your report).

If you find any others which prove useful, please add them to the list(s).

General Productivity

 * OpenOffice.org for documents, spreadsheets and presentations, etc.
 * OpenProj for project planning (though a spreadsheet will often suffice)

Reviews of Note-taking Applications

 * Comparison on Wikipedia
 * The Grumpy Editor's guide

Graphics

 * GIMP
 * Inkscape (vector graphics)


text: Wikimedia Ethics/Dynamic page list

title: Wikimedia Ethics/Dynamic page list


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Cognitive dissonance

Cognitive dissonance is an uncomfortable feeling caused by holding contradictory Ideas simultaneously. This could arise from a mis-match between a belief and reality. People are motivated to avoid or resolve cognitive dissonance e.g., by adjusting a belief or attitude - or changing the situation so that it conforms better with a belief.

Class exercise
Can you predict the outcome of this research?

Suppose you volunteered to participate in a psychology experiment on campus. On arrival, you are seated at a table and asked to undertake a series of dull, meaningless tasks for about an hour. Afterward, the experimenter asks you to extol the virtues of the tasks you had performed by describing them to other potential participants as highly worthwhile, interesting and educational. You are paid either $1 or $20 to do this. Suppose you are then asked to privately rate your enjoyment of the tasks. After which amount do you believe your enjoyment rating of the tasks would be higher - $1 or $20?

Osberg reports that almost all students will intuitively indicate the $20 payment.

Festinger and Carlsmith found that those receiving $1 rated the tasks as more enjoyable than those paid $20. Why? In terms of cognitive dissonance – those who received only $1 presumably had insufficient justification for their behaviour (doing the experiments) which led to dissonance, which in turn produced a change in attitude about the tasks (that they were enjoyable) to relieve the cognitive dissonance and justify participation. Those receiving $20 could more easily justify their participation as being for financial gain, hence there was less cognitive dissonance forcing them towards changing their view about the tasks' enjoyment.

How do you overcome cognitive dissonance?

title: Cognitive dissonance


text: File:Social.jpg

title: File:Social.jpg


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Coping (psychology)

Psychological coping (or coping strategies) refers to the behavioural and cognitive efforts made by individuals in attempting to deal with stressful situations.

The most widely cited definition of coping is that it is “constantly changing cognitive and behavioural efforts to manage specific external and/or internal demands that are appraised as taxing or exceeding the resources of the person” (Lazarus & Folkman, 1984 ).

A key theoretical perspective in this area is Lazarus and Folkman's transactional model of stress and coping.

title: Coping (psychology)


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Talk:Community-Based Learning

Relevant?
The inclusion of this module has been questioned. Originally, this resource was contributed by the University of Pretoria which uses it as part of their curriculum. It is of use to people operating in the area and possibly to anyone working with any "developing" community. So, in that context it is relevant.

More broadly, social entrepreneurship is about social innovation, and there is a growing trend to write about community or customer driven innovation. For social entrepreneurship, this points to the need for an introduction to topics such as community engagement, understanding communities, engaging with communities, cultural studies, etc.

So, for now, we include this module which (being libre knowledge) may be adapted and re-contextualised. Ktucker 12:59, 2 September 2008 (UTC)

Readings
Please add.

title: Talk:Community-Based Learning


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Wikimedia Ethics/Moulton, JWSchmidt's investigation/Final report

This page will hold the final report.

Introduction
How does a wiki website that is open and where "everyone can edit" prevent its biographies of living people from being disrupted by vandalism and bias? Wikipedia started with an emphasis on traditional biographies that might be expected to exist in a traditional print encyclopedia (example). The article talk page was the main tool for sorting out how to craft a balanced biography.

The early biographies of living persons on Wikipedia were usually about well-known people (example). and the evolution/creationism debates (related early discussion moved to META. What policies were developed to keep biographies under control? NPOV, all policy

The Siegenthaler Incident
In May of 2005 a Wikipedia editor entered false information into the Wikipedia biography for John Seigenthaler, Sr. The false information was not discovered until September 2005 after which it became known as the Seigenthaler Incident. In response to the publicity generated by this and other similar cases (see also), Wikipedia restricted page creation (see: Wikipedia Signpost 2005-12-05 "Page creation restrictions") and created new guidelines for biographies. The Wikipedia community continues to struggle with biased and false content in its biographical articles.

The Rosalind Picard Biography
Rosalind Wright Picard is Professor of Media Arts and Sciences at the MIT Media Laboratory. She holds Doctor of Science and Master of Science degrees in Electrical Engineering and Computer Science (EECS) from Massachusetts Institute of Technology (MIT) and a Bachelor of Science degree in Electrical Engineering from Georgia Tech. She has been a member of the faculty at MIT since 1991 and a full professor since 2005.

With over a quarter of a million biographies, Wikipedia has many biographical articles about university professors. In 1997, Dr. Picard published a book entitled "Affective Computing", an innovative branch of Computer Science which studies how to make systems that recognize and respond to human emotions. One might guess that her Wikipedia biography would have been started in order to describe her scientific research and seminal contributions in Digital Signal Processing, Pattern Recognition, Affective Computing, and Autism Research. However, that is not the case.

On Feb. 21, 2006, The New York Times published "Few Biologists but Many Evangelicals Sign Anti-Evolution Petition" by Kenneth Chang. The petition comprised a two-sentence statement, "We are skeptical of claims for the ability of random mutation and natural selection to account for the complexity of life. Careful examination of the evidence for Darwinian theory should be encouraged." Dr. Picard was one of a group of 105 scientists, researchers, and academics who agreed with this statement when it was circulated (in E-Mail) in academia in 2001.

On March 8, 2006 the Rosalind Picard article was started by User:Tempb, by copying her online Faculty Profile and adding a section called, "Intelligent Design Support". It is clear that the purpose of the creator of Picard's biography, User:Tempb, was to create an article that labels Dr. Picard as a supporter of Intelligent Design and as "anti-evolution". Notice that the Wikipedia user account "Tempb" was a single purpose account, used only to push into Wikipedia the claim that Dr. Picard is anti-evolution and a supporter of Intelligent Design. Note that "Tempb" is an experienced wiki editor who decided to use a "throw-away account" in order to make a biographical article that violated the Wikipedia policy on Biographies of living persons, which reads in part: "Editors should be on the lookout for the malicious creation or editing of biographies or biographical information. If someone appears to be pushing a point of view, ask for credible third-party published sources and a clear demonstration of relevance to the person's notability."


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Talk:Wikimedia Ethics/Moulton, JWSchmidt's investigation

add your comments here

no to Deletion: I suggest keeping Moulton material around as it has historical value --JohnBessatalk 20:46, 16 May 2011 (UTC)

Perspective
I think this is actually a very interesting project, though the comment-response at the end is much less interesting than the single-user content at the top. I would be very interested if someone on the anti-ID end of the issue could also post a like section for comparison; unfortunately, the closest thing to it is Salmon of Doubt's responses, but those are hardly on par with the individual accounts. Perhaps he/she coule be invited to create a similar account? The Jade Knight 07:41, 6 September 2008 (UTC)

 * See The Peerless Editors of the WikiClique on Intelligent Design. Feel free to invite User:Filll here.  User:Guettarda is also a credentialed scientist, with a Ph.D in Ecology and an interest in science education.  —Moulton 12:00, 6 September 2008 (UTC)

 * The two sides are not pro versus anti Moulton; nor pro versus anti ID; nor pro versus anti evolution. The two sides are pro versus anti certain behaviors that are characterized as "cabal like" and consist of people acting as a group to cause others to be blocked/banned at Wikipedia based on trumped up charges and driving people away by deleting any and all content contributions and using threats, intimidation, and insults. The idea is to maintain a certain point of view across a group of articles by bullying and thinking of this behavior as helpful to Wikipedia because it is the other people that are percieved by the bullies as pushing a POV while they are certain they are simply maintaining an accurate scientific consensus POV. Further, to some extent this is actually true, but many innocent people like Moulton get caught in their nets along with creationist POV pushers, who are actually a threat to NPOV at Wikipedia. The situation is not black and white. Add to all that the fact that Moulton has decided to right his wrongs by using methods that are against the rules at Wikipedia (no disruption to prove a point) and he is rightly indef blocked there. WAS 4.250 02:07, 8 September 2008 (UTC)

 * study question: if Moulton had been properly welcomed at Wikipedia would he have ever been blocked? --JWSchmidt 02:45, 8 September 2008 (UTC)

 * If Moulton would say "I'm sorry for breaking the rules and I promise to try to not break them again; and I will especially go out of my way to avoid creating drama or creating disruption to prove a point"; then he would be unblocked. He is unwilling to play the WikiPedia game by the rules. If you want to play chess at a chess club you have to be willing to play by house rules. WAS 4.250 03:01, 8 September 2008 (UTC)

 * I am not interested in MMPORGs there. I was interested in accuracy, excellence, and ethics in online media, full stop. —Moulton 03:06, 8 September 2008 (UTC)

 * At Wikipedia we do both; imperfectly, but better every year. WAS 4.250 06:41, 8 September 2008 (UTC)

 * My assessment is that the gamesters are getting better at gaming the system, whilst the encyclopedists are losing ground to the gamesters. The latest wrinkle, as near as I can detect and diagnose it, is that the gamesters are now making specious arguments about whether a given edit, (or a given editor) constitutes an improvement.  Can you assess the degree to which any editor is using the rules to game the system? —Moulton 10:36, 8 September 2008 (UTC)

 * The game is constantly changing. At the Foundation level, we are getting very professional. At the content level, we are getting larger and more accurate. At the game playing level, the gamesters and the anti-gamesters are jockeying for position. The winning hand is held by the Foundation and the free culture movement. The "I just wanna level up" teenage gamesters are being taught free culture values and helping to create copy-left content. It is a highly successful propaganda machine for the free culture movement. WAS 4.250 03:59, 9 September 2008 (UTC)

 * What are the core values and over-arching goals of the Free Culture Movement? —Moulton 10:52, 9 September 2008 (UTC)

 * By the time I arrived at Wikipedia, it had already evolved into a new species. Superficially, it still resembled an encyclopedia, but under the hood it had already become a souped up MMPORG.  —Moulton 02:55, 8 September 2008 (UTC)

 * True enough. WAS 4.250 03:01, 8 September 2008 (UTC)

 * If you're not already familiar with it, you may be interested in Robert S. De Ropp's "The Master Game". Here's a brief overview of the types of games he characterises: http://www.livereal.com/spiritual_arena/spiritual_members/master_game.htm. Sincerely, James -- Jtneill - Talk - c 10:40, 8 September 2008 (UTC)

 * Twenty years ago, I joined the Network Center at MITRE (a federally funded research and development corporation). It turned out that the Network Center was a unit of the C3I Division, where C3I stood for "Command, Communication, Control, and Intelligence."  I was frankly aghast at discovering the presmumptive aims of C3I, and proposed we redefine the acronym to be "Comprehension, Cognition, Consciousness, and Insight."  Alas the managers of MITRE were singularly uninterested in striving toward those higher order objectives.  —Moulton 10:59, 8 September 2008 (UTC)

 * My father was a career military intelligence officer. I was raised on military bases. I am highly amused at your reaction to "Command, Communication, Control, and Intelligence". WAS 4.250 03:59, 9 September 2008 (UTC)

Free Culture Movement
What are the core values and over-arching goals of the Free Culture Movement? —Moulton 10:52, 9 September 2008

 * Does Free Culture Movement answer your questions? Supporters range from idiots who think total anarchy is a good idea to people like me who see copy-left as a needed addition to society's many other methods of doing things. Pluralism is a good thing. WAS 4.250 12:16, 9 September 2008 (UTC)

 The free culture movement is a social movement that promotes the freedom to distribute and modify creative works, using the Internet as well as other media.

 * It's hard to deny that much of what one finds in the pages of Wikipedia amounts to creative flights of fancy of the novelists and creative writers there. —Moulton 12:27, 9 September 2008 (UTC)

 * And every bit of it that is not fair use images or quotes or trademarks is available to be copied and modified so long as a copy of the copy-left copyright licence is supplied and the main authors are attributed. Even the talk pages. It is a tremendous resource for psychologists and sociologists. I'm dead serious about this. The encyclopedia part is only part of the vast copy-left free of cost content that has been and is being created. WAS 4.250 13:50, 9 September 2008 (UTC)

Hidden revisions
Hi. We're already on a talk page, so I don't know where to add this comment.

Several revisions of this page have been hidden permanently. As a result, some edits are not attributed to their authors any more. Below is the full old history. guillom 10:30, 26 September 2008 (UTC)

 * 1) (cur) (last)  10:18, 26 September 2008 Guillom (Talk | contribs | block) m (7,673 bytes) (outing) (rollback | undo)
 * 2) (cur) (last) 06:46, 17 September 2008 Emesee mobi (Talk | contribs | block) m (7,732 bytes) (but uh...) (undo)
 * 3) (cur) (last) 06:44, 17 September 2008 Emesee mobi (Talk | contribs | block) m (8,068 bytes) (→Neutral point of view?: new section) (undo)
 * 4) (cur) (last) 18:41, 15 September 2008 Darklama (Talk | contribs | block) m (Talk:Ethical Management of the English Language Wikipedia/Moulton, JWSchmidt's investigation moved to Talk:Wikipedia Ethics/Moulton, JWSchmidt's investigation: lets begin clean up with a shorter name) (undo)
 * 5) (cur) (last) 13:50, 9 September 2008 WAS 4.250 (Talk | contribs | block) (7,732 bytes) (→Free Culture Movement: :::And every bit of it that is not fair use images or quotes or trademarks is available to be copied and modified so long as a copy of the copy-left copyright licence is) (undo)
 * 6) (cur) (last) 12:27, 9 September 2008 Moulton (Talk | contribs | block) (7,227 bytes) (→Free Culture Movement: Ah. Creative Writing. Yes. That clears it up.) (undo)
 * 7) (cur) (last) 12:16, 9 September 2008 WAS 4.250 (Talk | contribs | block) (6,768 bytes) (→Free Culture Movement: new section) (undo)
 * 8) (cur) (last) 10:52, 9 September 2008 Moulton (Talk | contribs | block) (6,307 bytes) (→Perspective: What are the values and goals of the Free Culture Movement?) (undo)
 * 9) (cur) (last) 03:59, 9 September 2008 WAS 4.250 (Talk | contribs | block) (6,159 bytes) (→Perspective) (undo)
 * 10) (cur) (last) 19:12, 8 September 2008 Moulton (Talk | contribs | block) m (5,323 bytes) (→Perspective: Another link.) (undo)
 * 11) (cur) (last) 11:47, 8 September 2008 Moulton (Talk | contribs | block) (5,264 bytes) (→Perspective: Guettarda states he is a biologist on his Meta-Wiki user page.) (undo)
 * 12) (cur) (last) 11:31, 8 September 2008 Salmon of Doubt (Talk | contribs | block) (5,243 bytes) (Outing) (undo)
 * 13) (cur) (last) 10:59, 8 September 2008 Moulton (Talk | contribs | block) (5,302 bytes) (→Perspective: The Aim of the Game) (undo)
 * 14) (cur) (last) 10:40, 8 September 2008 Jtneill (Talk | contribs | block) (4,670 bytes) (→Perspective: If you're not already familiar with it, you may be interested in Robert S. De Ropp's "The Master Game". Here's a brief overview of the types of games he characterises: http://www.liv) (undo)
 * 15) (cur) (last) 10:36, 8 September 2008 Moulton (Talk | contribs | block) (4,262 bytes) (→Perspective: The Gamesters vs the Encyclopedists) (undo)
 * 16) (cur) (last) 06:41, 8 September 2008 WAS 4.250 (Talk | contribs | block) (3,690 bytes) (→Perspective: :::::::At Wikipedia we do both; imperfectly, but better every year. ~) (undo)
 * 17) (cur) (last) 03:06, 8 September 2008 Moulton (Talk | contribs | block) (3,562 bytes) (→Perspective: Rules define games, not literature.) (undo)
 * 18) (cur) (last) 03:01, 8 September 2008 WAS 4.250 (Talk | contribs | block) (3,377 bytes) (→Perspective) (undo)
 * 19) (cur) (last) 02:55, 8 September 2008 Moulton (Talk | contribs | block) (2,850 bytes) (→Perspective: You can't judge a book by its cover.) (undo)
 * 20) (cur) (last) 02:45, 8 September 2008 JWSchmidt (Talk | contribs | block) (2,592 bytes) (→Perspective: study question) (undo)
 * 21) (cur) (last) 02:07, 8 September 2008 WAS 4.250 (Talk | contribs | block) (2,422 bytes) (→Perspective) (undo)
 * 22) (cur) (last) 12:00, 6 September 2008 Moulton (Talk | contribs | block) (1,187 bytes) (→Perspective: See related thread on WP.) (undo)


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Talk:Wikimedia Ethics/Moulton, JWSchmidt's investigation/Final report

Is the following the correct way to tell this story? --JWSchmidt 21:39, 2 September 2008 (UTC)

A study of Wikipedia editing
In May of 2005 a Wikipedia editor entered false information into the Wikipedia biography for John Seigenthaler, Sr. The false information was not discovered until September 2005 after which it became known as the Seigenthaler incident. In response to the publicity generated by this and other similar cases, Wikipedia restricted page creation (see: Wikipedia Signpost 2005-12-05 "Page creation restrictions") and created new guidelines for biographies. The Wikipedia community continues to struggle with biased and false content in its biographical articles.

Rosalind Wright Picard is Professor of Media Arts and Sciences at the MIT Media Laboratory. She holds Doctor of Science and Master of Science degrees in Electrical Engineering and Computer Science (EECS) from Massachusetts Institute of Technology (MIT) and a Bachelor of Science degree in Electrical Engineering from Georgia Tech. She has been a member of the faculty at MIT since 1991 and a full professor since 2005.

With over a quarter of a million biographies, Wikipedia has many biographical articles about university professors. In 1997, Dr. Picard published a book entitled "Affective Computing", an innovative branch of Computer Science which studies how to make systems that recognize and respond to human emotions. One might guess that her Wikipedia biography would have been started in order to describe her scientific research and seminal contributions in Digital Signal Processing, Pattern Recognition, Affective Computing, and Autism Research. However, that is not the case.

On Feb. 21, 2006, The New York Times published "Few Biologists but Many Evangelicals Sign Anti-Evolution Petition" by Kenneth Chang. The petition comprised a two-sentence statement, "We are skeptical of claims for the ability of random mutation and natural selection to account for the complexity of life. Careful examination of the evidence for Darwinian theory should be encouraged." Dr. Picard was one of a group of 105 scientists, researchers, and academics who agreed with this statement when it was circulated (in E-Mail) in academia in 2001.

On March 8, 2006 the Rosalind Picard article was made by copying her online Faculty Profile and adding a section called, "Intelligent Design Support". It is clear that the purpose of the creator of the biography (User:Tempb) was to create an article that labels Dr. Picard as a supporter of Intelligent design and as "anti-evolution". Notice that the Wikipedia user account "Tempb" was a single purpose account, used only to push into Wikipedia the conclusion that Dr. Picard is anti-evolution and a supporter of intelligent design. Note that "Tempb" is an experienced wiki editor who decided to use a "throw-away account" in order to make a biographical article that violated the Wikipedia policy on Biographies of living persons, part of which said: "Editors should be on the lookout for the malicious creation or editing of biographies or biographical information. If someone appears to be pushing a point of view, ask for credible third-party published sources and a clear demonstration of relevance to the person's notability."

In late February, 2006, Picard, her graduate students, and her faculty colleagues at MIT began receiving a series of harassing and abusive E-Mails from Don Hopkins (Photo), who was quoting extensively from Wikipedia articles on Intelligent Design, and haranguing Picard with messages like this: Message from Don Hopkins (February 26, 2006) What kind of a "scientist" are you, Rosalind Picard?

Are you so totally ignorant that you can claim to support the Discovery Institute out of stupidity and misunderstanding of what science is about? I doubt it.

Or are you intellectually dishonest, purposefully creating misleading impressions, and knowingly manipulating people to further your own religiously based self interest? That's what I think.

You disgust me. You can't claim you have no idea about the institute whose document you signed. Enclosed is what Wikipedia says about it.

If you don't agree with Wikipedia, then why don't you go correct it with your so-called "facts", Ms. Big-Shot Scientist? Better yet, if you made a mistake (which you did), I wish you'd have the guts to correct yourself by issuing a public statement condemning the Discovery Institute's disgusting practices, and apologizing for signing the anti-evolution letter.

You bring shame upon the MIT Media Lab and yourself, both inside and out.

I read on your site that people snicker behind your back about your religion, so I'm laughing in your face instead, for doing something so stupid as signing that document.

But behind your back, other people who know you say you're dishonest and unimaginative, and that they don't like working with you.

Do you know who else supports the teaching of Creationism in American schools? All the third-world nations who we're outsourcing our best science and technology jobs to, because we've raised a generation of idiots, thanks to you and your ilk. You are destroying America.

God wants you to be honest, not to lie for her, nor believe and disseminate lies others like the Discovery Institute tell.

And you know that's true, no matter who the messenger is.

Have you no shame, Rosalind Picard?

-Don

 * [describe back-and-forth editing of the page 2006 to 2007]

Between March 13, 2006, and February 4, 2007, Picard made a total of seven IP edits to her biography, with these edit summaries:

On August 8, 2007 the disputed page section title was changed from "Anti-Evolution Petition Signatory" to "Darwin dissenter" by Filll. On 20 August, User:Hrafn removed most of the page contents after it was noticed that something was wrong (it had been copied from Dr. Picard's faculty profile).

Before 21 August 2007, User:Moulton was a typical Wikipedia editor, having made several dozen edits to various articles over the course of a year and a half. When Moulton followed a link from Affective computing to Rosalind Picard he found a biographical Wikipedia article that was in a particularly bad state.


text:
User talk:Jdabull83

Hi :-) welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 15:34, 2 September 2008 (UTC)

 Hello Jdabull83, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 15:34, 2 September 2008 (UTC)

 Woof! My name is Jack(Russell). I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

Sai l'beinv'nu!
Welcome to Wikiversity. I got your email. You will find a lot of Wiki-code around here, and it can be intimidating at times! Many editing basics are discussed over at Help:Editing, and so I recommend you use that as a reference to help get around some of the weird stuff that's done on the Wikimedia projects here (you'll also notice that it's a link next to "Cancel" and "Show Changes" when you go to edit a page). The French language program right now is fairly limited in scope—pretty much just what you see at Topic:French. You're certainly welcome to sign up at the French stream. That way, if anything big does end up happening in the French Department, there's a chance you might be notified about it. And it lets everyone know you're interested. You can also use the French student template:. Putting that template on your user page will stick you in a category of French project students. Hope this helps, and feel free to post any other questions you might have. Oh, before I forget—a lot of basic code is right in the buttons at the top of an edit window (once you click on "edit this page", the edit window shows up. One of them (the one that looks like a signature), automatically signs pages for you.  But do go have a loot at Help:Editing.  Or, if you want something even simpler, check out Introduction.  The Jade Knight 17:53, 3 September 2008 (UTC)

title: User talk:Jdabull83


text:
Template:Subpages

 * List of subpages

title: Template:Subpages


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Black hole

A black hole is a theoretical region of space that has such a strong gravitational pull that not even light can escape it. It's all here and a new page is even up! is called black because, as no light can escape, it reflects nothing, therefore it appears "black". Until recently it was not possible to see one, a black hole's location can be inferred by observing any celestial bodies that orbit an apparently empty space.

Terminology
A black hole is any object with an escape velocity exceeding the speed of light.

The escape velocity is the speed at which an object needs to travel so as to just manage to get infinitely far away from a source of gravity before stopping. On the Earth, for example, the escape velocity is about 11 km/s, so no matter what the object is, it must travel at this velocity (away from the earth) to avoid eventually falling back to the Earth's surface. Light passing inside a black hole would be trapped.

Event horizon
The event horizon is the boundary of a region of spacetime (inside the black hole) that cannot affect an outside observer in any way. As an object approaches the black hole, if it crosses the event horizon, no possible movement could cause it to cross the event horizon again. The event horizon is the three-dimensional space where, due to the curvature of spacetime, is impossible for a massive object to escape, as all exits lie in the past- giving it an escape velocity greater than the speed of light.

An event horizon's radius of a static black hole is called Schwarzschild's radius. Any object with a radius which is smaller than its Schwarzschild radius will be a black hole. The radius can be calculated from the mass of an object.

Formula for the Schwarzschild radius
The Schwarzschild radius is proportional to the mass:
 * $$r_\mathrm{s} = \frac{2Gm}{c^2},$$

where:
 * $$r_s\!$$ is the Schwarzschild radius;
 * $$G\!$$ is the gravitational constant;
 * $$m\!$$ is the mass of the gravitating object;
 * $$c\!$$ is the speed of light in vacuum.

Generally, when discussing the masses of stars, black holes, and similar objects, the mass is described relative to the mass of the Sun, rather than in kilograms. This makes the description more intuitively meaningful. A solar mass is about 1.99*10^27 kg.

An object with a mass of one Sun will have a Schwarzschild radius of about 3 km. Therefore, due to the radius being proportional to the mass, objects calculated with M Sun masses will give a radius of M $$\times$$ 3 km. A star having 10 times the mass of the sun will have a radius of about 30 km.

Wikipedia
Black hole

title: Black hole


text:
United Kingdom Law

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History

 * 2 September 2008 - department founded.
 * 16 December 2008 - reorganization of the department page.
 * 23 April 2017 - overhauled in line with revamp of School of Law.
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Resources
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Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed).
 * DarkObsidian - (Founder)
 * }
 * }

title: United Kingdom Law


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Talk:Alternating potential difference

Most of the text is from here - but I didn't find info yet if permission/copyright is given on that page. Someone can find more info there ? Erkan Yilmaz uses the Chat (try) 18:56, 2 September 2008 (UTC)

title: Talk:Alternating potential difference


text: Category:Borderline Heresy

title: Category:Borderline Heresy


text: Category:Mass media

title: Category:Mass media


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Template:Inactive

Use instructions
Use the template for resources which hasn't been edited for long-periods.

title: Template:Inactive


text: Category:Maintenance templates

title: Category:Maintenance templates


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Tornado

A tornado is a tube of violently spinning air that touches the ground. Wind inside the tornado spins fast, but the actual 'circle' of wind around them is massive. This makes tornadoes dangerous. Tornadoes are especially dangerous to people in cars or mobile homes.

Tornadoes mostly happen during strong thunderstorms called supercell storms. They cause a lot of damage to anything in the path. Tornadoes are ranked on the Fujita scale, from F0 to F5. The F0 has the lowest wind speed, and the F5 has the highest one.

Tornadoes can happen in nearly any part of the world. In the United States, a tornado has been created in all states. The middle part of the United States is nicknamed 'Tornado Alley' for the large number of tornadoes created there.

A tornado does not necessarily need to be visible; however, the extremely low pressure caused by the high wind speeds and rapid rotation usually causes water vapor in the air to condense into a visible condensation funnel. The tornado is the vortex of wind, not the condensation cloud.

A single storm may produce multiple tornadoes and mesocyclones. Tornadoes produced from the same storm are referred to as a tornado family. Sometimes multiple tornadoes from distinct mesocyclones occur at the same time.

Tornado outbreak
Occasionally, several tornadoes are spawned from the same very large storm. If there is no break in their activity, this is considered a tornado outbreak, although there are various definitions. A period of several successive days with tornado outbreaks in the same general area (spawned by multiple weather systems) is a tornado outbreak sequence, occasionally called an extended tornado outbreak.

Other websites

 * Natural Disasters - Tornado
 * Tornadoes

title: Tornado


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BCP/Aclea rosea

Aclea rosea

title: BCP/Aclea rosea


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BCP/Aclea rosea/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * (no logs yet)

title: BCP/Aclea rosea/Logs


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Talk:History of Cuisine

(UTC)I'm interested in getting involved here, but I know relatively little about the history of food. The Jade Knight 02:23, 3 September 2008 (UTC)

I would like to be involved. I have a special interest and experience teaching classes on chocolate and coffee (history, trade, production, etc.) Please feel free to contact me. User name: San Diego Wine Lady--SchoolfortheServiceArts.com 06:53, 9 August 2009 (UTC)
 * Please get involved! Do you have any ideas for this project?  The Jade Knight (d'viser) 21:37, 25 August 2009 (UTC)

title: Talk:History of Cuisine


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User:Sunilprajapat

hi! my name is sunil and i live in Chennai(India).i'm a student of diploma in comp engg(final year).wish to go for higher studies.and after that settle in abroad and enjoy the life with family....

title: User:Sunilprajapat


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User:Kelcy

Kelcy is a Senior at Olin College. She is studying mechanical engineering for her undergraduate degree and is looking forward to a Masters in Civil Engineering.

Olin College Student Courses

 * OLPC peripheral development - Fall '08

title: User:Kelcy


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User talk:Marshallsumter/Keynote lectures (draft)/Middle Ages

Merge
Both pages seem to cover the same topic, though as it stands Medieval History seems to be more of an organizational page with this seems more like a learning resource. The Jade Knight 03:15, 3 September 2008 (UTC)
 * I agree. Kill Middle Ages. CsikosLo 03:52, 31 October 2008 (UTC)

Course
Middle Ages reads more like a syllabus or course resource than a lecture. Medieval History is a sign up sheet to determine interest, which there has been. The interest is there but the course is not!

Google Scholar lists about 1,120,000 results for "Middle Ages", but only 62,800 for "Medieval History". Wikipedia is hit on the Web with Middle Ages. Google Web search has about 712,000 results for "Medieval History" and about 1,820,000 for "Middle Ages".

The problem with both of these resource titles is that their focus is Mediterranean cultures from the 5th to the 15th century. Britannica.com: "The period in European history from the collapse of Roman civilization in the 5th century ce to the period of the Renaissance".

These pages are about in the same or worse condition as World History. Medieval History is listed at the School:History as a course in development.

An old set of volumes from my book shelf called "Illustrated World History" (from the 1930's) refers to several periods from about 732 to about 1396 as a world of Nations. Perhaps a better title is National history or History of nations. It could be put together rather quickly from each of the national histories already listed in the school with additions from just before say about 476 to 732.

If the interest is primarily mediterranean cultures, why not Mediterranean cultures/Middle Ages. History is implied in the title. --Marshallsumter (discuss • contribs) 16:54, 30 September 2014 (UTC)
 * "Middles Ages" and "Medieval History" are not equivalent. "History of the Middle Ages" results in 5.6k results.  "Medieval History" gives 89.1k results.  "Middle Ages" leads to 1,540k results, while "medieval" has 2,700k results.  If the goal is to talk about History, "medieval history" is the better term.  The Jade Knight (d'viser) 03:22, 25 September 2017 (UTC)
 * With an interest in Geochronology, I'm probably not the best to talk about History. You are far better informed on Medieval history. We could easily have both and Wikiversity would be better for it! What do you think? --Marshallsumter (discuss • contribs) 22:26, 25 September 2017 (UTC)


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Talk:Structural engineering/Introduction

External links maybe...
 * ''How to build a bridge across the Bering Strait
 * ''Bering Strait Bridge                       Emesee 04:22, 3 September 2008 (UTC)


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Wikiversity talk:Multiple points of view

Let's turn this into a policy proposal! The Jade Knight 05:03, 3 September 2008 (UTC)


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User talk:Simplysara

Trying this thing out...
 * And how is it ? Welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 17:31, 3 September 2008 (UTC)

 Hello Simplysara, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 17:31, 3 September 2008 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

title: User talk:Simplysara


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User:Eml4500.f08

EML 4500 Finite Element Analysis and Design, Fall 2008 Prof. Loc Vu-Quoc

University of Florida

I agree to multi-license all my contributions, including my user pages, as described below (MultiLicenseWithCC-BySA-Any):

 End of Fall 2008 semester, 21 Dec 2008; consult versions up until this date for what actually occurring during the semester. Eml4500.f08 14:55, 21 December 2008 (UTC)

Interesting news:

Free digital texts begin to challenge costly college textbooks in California, By Gale Holland, Los Angeles Times Staff Writer August 18, 2008. Would-be reformers are trying to beat the high cost -- and, they say, the dumbing down -- of college materials by writing or promoting open-source, no-cost online texts.

IMPORTANT: The perils of plagiarizing wikipedia; see Falling exam passes blamed on Wikipedia 'littered with inaccuracies', 21 June 2008, by Martyn Mclaughlin, News.Scotsman.com. "WIKIPEDIA and other online research sources were yesterday blamed for Scotland's falling exam pass rates."

Mourning the Death of Handwriting, By Claire Suddath. Time Magazine, Monday, Aug. 03, 2009.

Model HW report: Current version Archived version

MIT's OpenCourseWare course(s): Current version Archived version

FEA animations: Current version Archived version

Rules to review top-3 HW reports:

Archived version

HW report table: Archived version

Comments to classes:

Archived version

Lecture transparencies written in real time in class (i.e., not written ahead of lectures). Additional presentations (html, wiki) made in class were not recorded in these transparencies.

djvu: Fast download (viewers evince or DjView4). [[Media:Eml4500.f08.1.djvu|Meetings 1-9 (4.3 MB)]] [[Media:Eml4500.f08.2.djvu|Mtgs 10-18 (4.6 MB)]] [[Media:Eml4500.f08.3.djvu|Mtgs 19-27 (3.8 MB)]] [[Media:Eml4500.f08.4.djvu|Mtgs 28-36 (4.5 MB)]] [[Media:Eml4500.f08.5.djvu|Mtgs 37-41 (2.7 MB)]].

pdf: Slow download. After clicking on a link, wait for about a minute to allow for the transfer of data to your browser or to your pdf viewer: [[Media:Eml4500.f08.1.PDF|Meetings 1-9 (27 MB)]] [[Media:Eml4500.f08.2.PDF|Mtgs 10-18 (31 MB)]] [[Media:Eml4500.f08.3.PDF|Mtgs 19-27 (24 MB)]] [[Media:Eml4500.f08.4.PDF|Mtgs 28-36 (30 MB)]] [[Media:Eml4500.f08.5.PDF|Mtgs 37-41 (19 MB)]].

Lecture notes in Fall 2006

Other courses

title: User:Eml4500.f08


text:
User:Eas4200c.f08

EAS 4200C Aerospace Structures, Fall 2008 Prof. Loc Vu-Quoc

University of Florida

I agree to multi-license all my contributions, including my user pages, as described below (MultiLicenseWithCC-BySA-Any):

 End of Fall 2008 semester, 21 Dec 2008; consult versions up until this date for what actually occurring during the semester. Eml4500.f08 14:55, 21 December 2008 (UTC)

Interesting news:

Free digital texts begin to challenge costly college textbooks in California, By Gale Holland, Los Angeles Times Staff Writer August 18, 2008. Would-be reformers are trying to beat the high cost -- and, they say, the dumbing down -- of college materials by writing or promoting open-source, no-cost online texts.

IMPORTANT: The perils of plagiarizing wikipedia; see Falling exam passes blamed on Wikipedia 'littered with inaccuracies', 21 June 2008, by Martyn Mclaughlin, News.Scotsman.com. "WIKIPEDIA and other online research sources were yesterday blamed for Scotland's falling exam pass rates."

Mourning the Death of Handwriting, By Claire Suddath. Time Magazine, Monday, Aug. 03, 2009.

Model HW report: Current version Archived version

MIT's OpenCourseWare course(s): Current version Archived version

Introduction: Current version Archived version

NACA Airfoil: Current version Archived version

Plate buckling: Current version Archived version

Rules to review top-3 HW reports:

Archived version

HW report table: Archived version

Comments to classes:

Archived version

Lecture transparencies written in real time in class (i.e., not written ahead of lectures). Additional presentations (html, wiki) made in class were not recorded in these transparencies.

djvu: Fast download (viewers evince or DjView4). [[Media:Eas4200c.f08.1.djvu|Meetings 1-9 (2.9 MB)]] [[Media:Eas4200c.f08.2.djvu|Mtgs 10-18 (4.6 MB)]] [[Media:Eas4200c.f08.3.djvu|Mtgs 19-27 (3.6 MB)]] [[Media:Eas4200c.f08.4.djvu|Mtgs 28-36 (4.3 MB)]] [[Media:Eas4200c.f08.5.djvu|Mtgs 37-41 (2.5 MB)]].

pdf: Slow download. After clicking on a link, wait for about a minute to allow for the transfer of data to your browser or to your pdf viewer: [[Media:Eas4200c.f08.1.PDF|Meetings 1-9 (19 MB)]]

[[Media:Eas4200c.f08.2.PDF|Mtgs 10-18 (30 MB)]] [[Media:Eas4200c.f08.3.PDF|Mtgs 19-27 (23 MB)]] [[Media:Eas4200c.f08.4.PDF|Mtgs 28-36 (24 MB)]] [[Media:Eas4200c.f08.5.PDF|Mtgs 37-41 (15 MB)]].

Other courses

title: User:Eas4200c.f08


text:
Portal talk:Archaeology

Merge
This should probably be combined with the Topic of Archeology to help combine resources and increase community. The Jade Knight 05:42, 3 September 2008 (UTC)

title: Portal talk:Archaeology


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Category talk:History

I'm going to be massively revamping this categorization scheme soon to make it more palatable for Portal:History. There may be temporary empty categories while I do this. There will also be a definite scheme in place for how things are ordered. The goal is to eventually make this category as user-friendly and powerful as possible. Please don't hate me. The Jade Knight 06:56, 3 September 2008 (UTC)
 * About half done with this particular category. I'll be back for the rest.  The Jade Knight 10:53, 10 September 2008 (UTC)
 * Good work. If you like the project boxes, do you need showing how to create more specific ones? --McCormack 11:37, 10 September 2008 (UTC)
 * Nearly finished; will remove the last few when the project boxes are hammered out, and then move on to the sub-categories. The Jade Knight 08:36, 11 September 2008 (UTC)
 * Done, yay! The Jade Knight (d'viser) 07:50, 17 October 2008 (UTC)

title: Category talk:History


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Lunar Boom Town/Boomtown Plaza Bakery

Even if we face the twin paradox, everyone will want to eat delicious cakes on birthdays, and more so on occasions like weddings and anniversaries. What are we to do? Probably go to the Boomtown Plaza Bakery.

title: Lunar Boom Town/Boomtown Plaza Bakery


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Talk:Technical writing/Cost and schedule estimating

I'm having trouble understanding the function of this page. Mind elucidating me? The Jade Knight 08:24, 3 September 2008 (UTC)

Why Bother With Estimating Software?
If we already know that documentation usually takes about 10% of a project, then you should plan on hiring one tech writer for every nine other members on a team (or one in ten total). It seems like a waste of money to buy software when you could rule-of-thumb it and still get a reliable result. --Count Oblio (discuss • contribs) 00:01, 20 October 2013 (UTC)


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User:Jade Knight/tasks

If you feel there's something that I ought to do, please post it on the talk page.

Primary

 * Get Topic:French/Mentoring/Participants up to speed.
 * Create Food and Drink reference/help desk.
 * Start Cookbook review project.
 * Create "workshop" group-project, where people workshop eachothers' learning projects.
 * Work on Introduction to Historiography
 * Propose Help_talk:Resources_by_completion_status as a guideline for the School of History.
 * Continue working on History of Ireland through Song.
 * Scotland: Both Sides the Tweed; É Horò; Hey, Johnnie Cope, Are Ye Waking Yet; The Haughs of Cromdale; The Wallace; The Bonnie Earl of Moray; Forfar Sodger; Mill O' Tifty.
 * Rescue Topic:Writing/Writing.
 * Implement Mentors for self & French project.
 * Create "fast-track" version of "The Emergence of Civilization" for History of Europe to 1648.
 * Pending Dilos1's revisions.
 * Work on making Spanish 1 a Wikibook-based course.
 * Create and develop School:Relosophy, and work with related Schools and Departments.
 * Sort through and separate inactive History courses/departments from active/complete ones.
 * Continue developing Praise and Punishment at Wikiversity project.
 * Fix Category:Culinary arts/Cooking
 * Create and add Topic:Historical European Martial Arts to School:Martial arts

Secondary

 * Reorganize Technical writing to be more user-friendly.
 * Read and apply Developing Wikiversity through action research to my projects.
 * Get involved in the Bloom clock project.
 * Help with the mess over at the Spanish Project.
 * Create a Writing version of Introduction to Creative Writing.
 * Indicate Completion Status of projects in History and Language.
 * Categorize pages by Resource Type.
 * Read and apply Building successful learning communities
 * Figure out how to apply Talk:Medical School Curriculum to History.
 * Rescue the Fiction writing support group.
 * Reorganize French to make it easier to find stuff.
 * Read Being educational.
 * Propose European History/Class Structure for the entire School.
 * Set up quality evaluation committee (per School talk:History).
 * Propose to School of History that grading schemes be avoided or minimized, as general policy? (Leave wiggle room).
 * Clean up Topic:Foreign Language Learning.
 * Do something about Medieval History (perhaps just make a course in European History).
 * Read Generating dynamic content with MediaWiki.
 * Read Advanced Wikiediting.
 * Finish adding pages from Special:UnwatchedPages to watchlist. Currently on B.
 * Merge Photography and Topic:Photography.
 * Start a discussion re: A_Course_in_Miracles.
 * Talk about how to update History of Wikiversity.
 * Add ELang to School:Language_and_Literature/Catalogue
 * Check out the MediaWiki Project

Personal Learning

 * Topic:Breton
 * Topic:Swedish
 * Spanish 1 (ignores and replicates a significant amount of Wikibook material—11/22/08)
 * Look over Economic Classroom Experiments
 * Electric Circuit Analysis
 * Technical writing
 * Web design
 * Introduction to Programming
 * Being educational
 * Topic:Instructional Design
 * Fiction writing support group
 * Mandarin (requires purchasing a text, but only 1 lesson available—11/21/08)
 * Chinese (Mandarin) for further learning.
 * Latin stream
 * Korean
 * Topic:Welsh (exhausted current Wikiversity resources—8/29/9)
 * Welsh Language for further learning
 * Introductory Ancient Greek Language
 * Département:Français langue étrangère (exhausted current Wikiversité resources—10/14/8)
 * Practice Vocabulaire de français langue étrangère : Se présenter
 * Faculté:Français
 * ICAU1131A - Operate a database application
 * Web design
 * PHP Programming
 * Excel
 * Photography/Topic:Photography
 * Introduction to GarageBand
 * Inkscape and Inkscape
 * Study Topic:Pomology
 * Botany Ink Drawing
 * Check out School:Meteorology

title: User:Jade Knight/tasks


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Talk:Technical writing/Exam02

What is the context behind this exam? What were the original questions and requirements? The Jade Knight 08:54, 3 September 2008 (UTC)

title: Talk:Technical writing/Exam02


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Wikiversity talk:Categories

I'm not really part of the Category Cleanup Taskforce, but I plan to totally restructure the categorical heirarchy of the History category and subcategories, and then move onto Language related category tasks. The goal is to get them all interfacing smoothly and powerfully with the Browse function. The Jade Knight 09:17, 3 September 2008 (UTC)

The content at Help:Categorization was merged with Wikipedia:FAQ/Categorization, so I removed the redundant link. CuriousOne (talk) 22:31, 28 October 2012 (UTC)

Redundant Special Categories
The section "MediaWiki category tools" includes both "Special:Uncategorizedimages" and "Special:UncategorizedImages". Both link to "Special:UncategorizedFiles", yet "Special:UncategorizedImages" is NOT in the list of "MediaWiki category tools". It looks to me like "Special:Uncategorizedimages" should be deleted and "Special:UncategorizedFiles" should be added to this list. However, I don't know what all that might impact, so I'd prefer to report it here, hoping that someone more qualified than I would fix it. Thanks, DavidMCEddy (discuss • contribs) 03:04, 19 February 2013 (UTC)

Category Structure
Wikiversity top-level categories have been structured / restructured according to the following approach. Initially I reviewed Library of Congress Classification. This seemed like a good approach, and helped for a time, but there are some LCC top-level categories that don't seem to be top-level relevant here.

The next step was to look at Main Page, which lists only eight top-level portals (Arts, Biography, Geography, History, Mathematics, Science, Society, Technology). Much of this was useful when replaced with academic names. This led to top-level categories of Humanities, Interdisciplinary Studies, Mathematics, Medicine, Science, Social Sciences, Technology. A review of Outline of academic disciplines supports a similar approach, although that split the sciences up a bit.

Once top-level categories were defined, subcategories were then identified using Outline of the humanities,  Outline of mathematics,  Outline of health sciences,  Outline of natural science, and  Outline of technology.

There are certainly other ways to structure categories, but this seems to be a minimal starting point to work from. Please provide suggestions and rationale for any changes you would recommend. For example, we could list Computing and/or Engineering as top-level categories based on viewership, or we can leave them as is under Technology. Singling out top-viewed categories might provide a more responsive user experience, or it might complicate the interface and self-perpetuate the the popularity of top categories.

Suggestions welcome. -- Dave Braunschweig (discuss • contribs) 04:47, 17 February 2016 (UTC)

 * I've never looked much at the overall category hierarchy here before... it's rather confusing isn't it? :) Thank you for fixing it. I just tweaked the page (it was in a category, which created a circular category path). It also linked to Help:Category, which redirects to FAQ/Categorization... what is the difference in purpose between that page and Categories?
 * As far as actual top-level categories go, I think your set of {Humanities, Interdisciplinary Studies, Mathematics, Medicine, Science, Social Sciences, Technology} sounds good — and an additional 'meta' category for Wikiversity-internal pages also. Where in that would fine arts go?
 * — Sam Wilson ( Talk • Contribs ) … 05:59, 17 February 2016 (UTC)

 * I presume the intent was that Categories explains the concept, and FAQ/Categorization explains how to apply the concept, but perhaps they should be merged so that there is one source of reference.

 * According to Outline of the humanities, humanities includes both visual and performing arts. There are many institutions that define this area as "arts and humanities", suggesting that there are those in arts and humanities don't see the term "humanities" by itself as covering the arts. I'm fine with either having Arts separate or having Arts included under humanities. In fact, I created a really nice (personal opinion) Arts portal before discovering that arts was included in humanities. The deciding factor for me was not finding "arts" in the top 1,000 pages. But there is interest in music and dance indicated in the top pages. I'll check with people in the arts at my institution and try to enhance my perspective. -- Dave Braunschweig (discuss • contribs) 14:07, 17 February 2016 (UTC)

 * A visual artist responded and said she would look for Arts first, separate from Humanities. She would only look for humanities if there were no arts or fine arts links available. I'll add Arts back in as a top-level category and portal. -- Dave Braunschweig (discuss • contribs) 22:33, 17 February 2016 (UTC)

title: Wikiversity talk:Categories


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Bacterial fossil structure and preservation

For the structure of living bacteria, please see the Wikipedia article Bacterial cell structure.

When an organism is fossilized the soft tissue is rarely preserved, this is also the case with bacteria. But fossils have been found, mainly containing the structure of the cell wall, with little evidence of the internal structure.

Resources

 * http://www.emc.maricopa.edu/faculty/farabee/biobk/BioBookDiversity_2.html BIOLOGICAL DIVERSITY: BACTERIA AND ARCHAEANS
 * http://www.eurekalert.org/pub_releases/2006-12/uosc-oaf121906.php Oldest animal fossils may have been bacteria by Carl Marziali
 * http://gsa.confex.com/gsa/2001AM/finalprogram/session_1270.htm AT27. Evaporite Systems II: The Geology, Paleontology, and Biology of Evaporite and Near-Evaporite Systems in Both Terrestrial and Extraterrestrial Environments Susan J. Wentworth and Penny A. Morris, Presiding
 * http://www.astrobio.net/news/modules.php?op=modload&name=News&file=article&sid=25&mode=thread&order=0&thold=0 Signs of Life in Acid-washed Rocks By: Leslie Mullen
 * http://cas.bellarmine.edu/tietjen/images/microfossils.htm Pictures of Microfossils and their living relatives.


text:
User talk:Sunilprajapat

 Hello Sunilprajapat, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 10:19, 3 September 2008 (UTC)

 Hi , I am Percy. Nice to meet you. I love the beach, swimming, fishing, and I am currently doing some research at Wikiversity on oceanography. I am also learning to play piano. What do you like? Can I be your mascot?

title: User talk:Sunilprajapat


text:
User:CraigWilliam

This is the userpage for user CraigWilliam. He's new to the Wikiverse, so please be patient with him as he learns his way around.

Thanks!

Misc Items
CraigWilliam School of Psychology

A link to my Ideabox: User:CraigWilliam/Ideabox

Here is a link to my sandbox: User:CraigWilliam/mypersonalsandbox

Or go directly to my sub-sandbox: User:CraigWilliam/mypersonalsandbox/sub-sandbox

title: User:CraigWilliam


text:
Mesoscopic Physics/Mesoscopic Physics Glossary/Boltzmann Distribution

Given a quantum system with energy eigenvalues $$E_n$$, in equilibrium the probability of finding the system in state $$n$$ is given by the Boltzmann distribution,

$$p_n = {1 \over Z} \exp(-{E_n \over k_B T})$$,

where $$Z$$ is the partition sum that makes the distribution normalized.

In terms of the system's density matrix, this is equivalent to saying

$${\hat \rho} = {1 \over Z} \exp(-{{\hat H} \over k_B T})$$,

where $${\hat H}$$ is the system's Hamiltonian.


text:
User:Omer Afzaal

omer afzaal was born on third june 1993. he studies at dps sahiwal

title: User:Omer Afzaal


text:
User:Eas4200c.f08.aero.lee

 * Team Aero Roster
 * Homework 1
 * Homework 2
 * Homework 3
 * Homework 4
 * Homework 5
 * Homework 6
 * Homework 7

title: User:Eas4200c.f08.aero.lee


text: User:Eas4200c.f08.aero.lee/Team Aero

title: User:Eas4200c.f08.aero.lee/Team Aero


text:
User:Eml4500.f08.wiki1.aguilar

Michael Aguilar's Workspace
Finite Element Analysis - EML4500 - Fall 2008

Current
My Homework 7

Old
My Homework 1 My Homework 2 My Homework 3 My Homework 4 My Homework 5 my part of part 6 My Homework 6

Miscellaneous
Random notes can go here. Edit this, and let me know your questions and comments.

Example

Current Homework assignment
Team Homework 7

Past Homework Submissions
Team Homework 1 Team Homework 2 Team Homework 3 Team Homework 4 Team Homework 5 Team Homework 6

Team Members
Michael Aguilar

Bryan Ambrosio

Clayton Brannon

Brooks Handy

Benjamin Oatley

Lyndsey Schaet

title: User:Eml4500.f08.wiki1.aguilar


text:
Template talk:Merge

The reason parameter does not seem to work. Also, the "do not use" notice is fairly offensive; it sounds particularly aggressive, and some merges are pretty self evident (such as for Spanish One and Spanish 1). The Jade Knight 13:38, 3 September 2008 (UTC)

title: Template talk:Merge


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User:Eml4500.f08.bottle.vitello

'''EML4500, Fall 2008 Travis Vitello'''

Homework
User:Eml4500.f08.bottle.vitello/HW 1 User:Eml4500.f08.bottle.vitello/HW 2 User:Eml4500.f08.bottle.vitello/HW 3 User:Eml4500.f08.bottle.vitello/HW 4 User:Eml4500.f08.bottle.vitello/HW 5 User:Eml4500.f08.bottle.vitello/HW 6 User:Eml4500.f08.bottle.vitello/HW 7

Emails
TA EMAILS: nvigroux@ufl.edu, zsunguk@ufl.edu PROFESSOR EMAIL: vu-quoc@ufl.edu TEAM EMAILS: jrbball3@ufl.edu, briz102@ufl.edu , loschak@ufl.edu , jchipps3@ufl.edu , bwb2005@ufl.edu, concertm@ufl.edu, tvitello@ufl.edu

title: User:Eml4500.f08.bottle.vitello


text:
User:Eas4200c.f08.aeris.guan

hw1 hw2 9/19 lecture hw3 9/29 lecture hw4 hw5 hw6 (11/7) hw6 (11/10) hw7 webctvswiki

title: User:Eas4200c.f08.aeris.guan