text:
Open source

Open source refers to a philosophy and practice characterized by making the code available (in the context of software), but the term is also used more broadly to refer to similar free culture principles in other fields, which provides the options to community not only to use the software but also build on the existing versions of the software and add e.g. features for the community needs.

Open Source in the educational context
In Wikiversity we focus on learning resources and therefore we consider also the educational context of Open Source. Having the code available as Open Source the community does not need e.g. to build learning environments from scratch because existing libraries can be used to build and adapt the Open Source learning environment to requirements and constraints of the learner and the content. It allows to create learning tools for Wikiversity and appreciate standing "on the shoulders" of previous Open Source developers, that provided their contributions to the Open Source community for improvement. Forking allows branching the available Open Source software for special needs e.g. * in research for an application of learning analytics or
 * for enhancing the version with e.g. with Speech Recognition for a specific support for handicapped students and integrate the tool in the local IT infrastructure of learning environments at schools, colleges, universities, ...

Basic Workflow

 * (Binary and Source Code) The source of the software can be analyzed, updated and improve by software engineer and developers while the binary code of the open source software will be executed on an Operating System to perform specifics tasks to
 * (Openness and Validation of the Code) The source of the software is completely open to check if the software does, what it pretends to do.
 * (Compiler/Interpreter) The users can compile the software on their Operating System with an Open Source Compiler to convert the source code into the binary executable form that is running on the Operating System of choice. An Interpreter reads the source code and interprets the code directly on the operating system. Compiler and interpreter convert the source code into an executable form for the processor of your computer. The main difference between Compiler and Interpreter is that the compiler does that once and then the binary is executed and the interpreter does that on execution time on the operating.
 * (Compiler/Interpreter as Open Source Software) A compiler and interpreter is a software product so the Open Source philosophy is applicable on these software products as well. The compiler as Open Source software allows software engineers to check, fix, optimize and add additional features to the compilation workflows to improve performance, privacy, ...
 * (Execution on Operating Systems and Hardware) The hardware processors in a computer perform at the end the work encoded in the Open Source software. The executions on different hardware and operating systems should be functional equivalent to the open source code provided by the developers. E.g. if the open source defines the sum $$a+b$$ of two decimal numbers $$a:=3$$ and $$b:=5$$ then developers would expect that independent of operating systems the result of $$a+b=8$$ independent of the used hardware and operating system.

T-Diagram for a Compiler

The T-diagram for a compiler visualizes a task the compiler performs. The compiler in the diagram should convert source software in the programming language ADA into a functional equivalent software in destination language - The compiler itself is a software that is written in the programming language C.

Example of Interpreter and Compiler
In this example we analyse the concept of Java as programming language. We will see both concepts of interpretation and compilation are combined to retrieve a platform independent execution on different hardware and operating systems. As mentioned above different processors "understand" and interpret byte code information differently. So consequence is, that byte code for processor A will not be executed functionally equivalent on a processor B that gets the same byte code sequence as input. Java uses a compilation from source code to Java Byte Code (JBC) and executes that on different hardware and operating systems with the Java Runtime Environment (JRE). This software design of Java uses the JRE as an interpreter that generates functional equivalent execution of the source on different hardware.

Now we visualize a machine/hardware that is able to ("understand") interpret the byte code BC1. In a diagram we use a square with a double frame to indicate hardware. See the diagram on the right in which interpreter is started on hardware, that "understands" the byte code BC1. The interpreter itself is now executed and though the interpreter is able load open source code in Python and interpret the code.

Basically the interpreter converts the code in python into a sequence of commands into byte code BC1 that is doing the job encode in the OpenSource code in python. Let us assume we have software, that does Open Source Speech Recognition.

 * The T-diagram for compiler is a theoretical compiler that is written in Python,
 * when you execute the compiler it will convert a C++ source into the byte code BC1.
 * the blue triangle indicates that the compiler is running and doing the job.
 * to make the compiler run we put all the elements together.
 * in the diagram below an Open Source speech recognition software written is compiled in byte code BC1 that is running on hardware that is able to interpret the byte code. The generated byte code is functional equivalent to source code. The different is that we have hardware that can execute the byte code BC1 but we do not have an interpreter for the open source code. So the Open Source code for speech recognition cannot be executed directly. Theoretically we could run the Open Source speech recognition if the we C++ interpreter available that runs a BC1 hardware.
 * In the following diagram the generated /compiled speech recognition software in byte code BC1 is regarded. In this context the speech recognition software are regarded as input file (in C++) and output file in the byte code BC1.
 * at the bottom on the right hand side in the output file from the compilation process is not interpreted on a machine that take command in byte code as input and executes the code. The blue triangle indicates that the software in running and here to software take audio input from a microphone and converts the audio input into recognized text output.

 * the main lesson learnt is that Open Source software is used in different use-cases. The compilation of the source code and in an execution context on a hardware where the functional equivalent software in BC1 is executed.
 * explain the interpretation process how the compiler is running. Explain the relevance for offline speech recognition in an educational setting for processing audio input with an Open Source compilation and interpretation infrastructure locally in a digital learning environment.

Learning Tasks

 * (T- and I-diagrams for Java as Programming Language) Analyse the concept of Java and do a presentation about Interpreter and Compiler and how those principles work together for open source software created with Java. Explain the role of platform independency of the Java software design principle.
 * (Compiling and Executing an Open Source Editor) Search e.g. for a open source text editor written in Java for OpenJDK (Open Java Developers Kit) and explain that workflow to the other students in your class or seminar. Explain with T-diagrams and I-diagrams how the Open Source editor written in Java is compiled, executed for editing specific files. Explain the role of input and output files in the context of an editor in comparison to input and output file of compilers.
 * Compare the workflow in Java with an approach for Linux Operating Systems where open source code for the operating system is compiled from C++, C# to byte code that can be executed directly on hardware and operating system.
 * (Operating Systems) Operating System are doing their job between hardware and the Open Source applications. The hardware can be the same but on one computer an OpenSource Linux operating system is installed and on the other computer a different operating system. Extend the T-diagrams and I-diagrams with an Operating System on top of the hardware in mind. What are important requirements and constraints for compiling and executing Open Source applications on different operating systems. Create I-diagrams and T-diagrams for that context and you might want to include even the use of virtual machines implemented as OpenSource infrastructure. What are the benefits to write code for an OpenSource application and create with different compilers binaries as executable byte code on Linux BC1, LineageOS on mobile device BC2 or even on proprietary operating systems.
 * (Open Source Speech Recognition) Assume we compile in an Open Source speech recognition software from Java source code into Java Byte Code (JBC). This functional equivalent code in JBC can now be executed on different hardware and operating systems. Create the I-diagrams for the interpretation on different machine and the T-diagram for compilation of the open source software. What are the benefits and challenges for such a scenario for the developer.
 * (Bootstrap - Compiling a Compiler) Now we assume we have a compiler for Python that is written in Python. This compiler compiles Python source code into a specific byte code BC1. Furthermore we have a Python interpreter that is able to interpret Python code and execute the Compiler written in Python on a machine the executes byte code BC1. Paint the I-diagram and T-diagram for the compilation of open source software written in Python. Create with the tools you have as learning task a binary for Python compilerhttps://pegjs.org/ (Java to BC1) that runs natively on the machine BC1 and is not interpreted with an OpenSource Python interpreter for compiling Python sources in byte code BC1.
 * (Browser as Interpreter) Web application can run offline without internet connectivity. In this case the code is implemented in Javascript and the GUI (graphical user interface) is designed in conjunction with CSS style sheets and underlying HTML. Create I-diagram for a parser written in Javascript (e.g. with PEG - Javascript Parser Generator). What are the benefits and constraints of having a parser or interpreter available within the browser offline in Javascript without the need of a backend to perform basic tasks. Define areas of application in an educational setting e.g. Computer Algebra Systems (like Algebrite) running in a browser? Wiki2Reveal is another example of browser based conversion of MediaWiki sources into RevealJS presentation usable in an educational environment to annotate Wikiversity slides in lectures and seminars.

Objectives
Design of learning resource will support learners for the following objectives:
 * be able to access the application of open source software and identify requirements and constraints of applications,
 * assist learner in installation, maintenance and usage of open source software on different levels:
 * Open Source Operating Systems
 * Open Source Software
 * Open Source on Open Hardware

 * learn about challenges and workflows to migrate towards an Open Source infrastructure of multiple IT devices.
 * Calculate total cost of ownership

For more info, see open source (Wikipedia).

Learning Task

 * (Digital Divide) Explore the benefits and challenges for Open Source Software, the maintenance, ... and analyze the relevance for working against the Digital Divide.
 * (Sustainable Development Goals) Explain the relevance for Sustainable Development Goals - check the different goals for application of Open Source software and identify possible Open Source software for the specific goal.
 * (Low-Cost Technology) Explore the concept of low-cost technology to reach a maximum number of people.
 * (Open Community Approach) The Open Community Approach is a generalisation of the Open Source principle. Explain the differences and join ideas that are shared between Open Source and the Open Community Approach!

Idea
Open source software development has begun a revolution. The three major characteristics are: A majority of engineering projects involve software. Typically the next team finds it easier to start over rather than re-use software. This has to change. The above tools are designed to emphasize software documentation and creation that is rapidly evolving in the open software community.
 * open source revision control/repository systems such as Git,
 * pair programming that starts with modifying examples,
 * Test driven development (TDD) which involves Unit Testing documented by DICE.

The goal of this project is to develop introductory tutorials in each of the above topics, figure out how to integrate this within a general engineering introduction course, and how this is linked to wikiversity documentation.

Version Control Systems
A community of developers create bug fixes, improve the software and create new releases in a team. Explain the role of Version Control for the Open Source community.

 * GIT
 * DICE

Wikipedia

 * Open-source hardware
 * Open source
 * History of free and open-source software
 * Open-source economics
 * Open-source license
 * Free and open-source software
 * OpenRISC
 * Arduino
 * Open Compute Project
 * OpenEMR
 * Open research
 * Open-design movement
 * Open-source software advocacy
 * Open-source software development
 * Diversity in open-source software
 * Open-source appropriate technology
 * Open-design movement
 * Open manufacturing
 * Wikispeed
 * Open-source architecture
 * List of open-source hardware projects
 * List of open-source hardware
 * WikiHouse
 * OpenStructures
 * List of open-source health software
 * Open-source product development
 * Open-source governance
 * Open-source political campaign
 * Open-source religion
 * Access to Knowledge movement
 * Open source resources
 * FOSS resources

title: Open source


text:
User:Salicyna

My page on Polish Wikisource.

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

title: User:Salicyna


text:
User talk:BRITTIN

 Hello BRITTIN, 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 project.
 * Browse 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 16:12, 18 May 2010 (UTC)

Warning
Do not make attacks on pages like you did on your user page. Ottava Rima (talk) 16:12, 18 May 2010 (UTC)

title: User talk:BRITTIN


text:
User talk:Salicyna

 Hello Remedios44, 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 project.
 * Browse 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 16:22, 18 May 2010 (UTC)

title: User talk:Salicyna


text:
User:JPLeRouzic/Icelandic stream/Page1

Icelandic Íslenska
 * Íslenska English

 * Pronunciation Framburður 	[ˈislɛnska] [Islɛnska]
 * Spoken in
 * Talað er á 	Iceland ,

 * Language family Sæti
 * Indo-European Indó-evrópsk

 * Its closest relative is Faroese . ættingi hans nánustu er færeyska.
 * relative
 * his
 * near
 * is
 * Faroese

 * Icelandic is an Indo-European language belonging to the North Germanic or Nordic branch of the Germanic languages.
 * Íslenska er Indó-evrópsk tungumál sem tilheyra Norður-germönskum eða Nordic útibú germönskum tungumálum.
 * Icelandic
 * is
 * Indo-European
 * language
 * as
 * belong
 * North Germanic
 * or
 * Nordic
 * branches
 * Germanic
 * Languages

 * It is the closest living relative of Faroese ; these two languages, along with Norwegian, used to comprise West Nordic , while Danish and Swedish made up East Nordic.
 * Það er næsta líf ættingi færeysku ; þessum tveimur tungumálum, ásamt Noregi, notaður til að geyma Vestnorræna, en danska og sænska liðinu upp East Nordic.
 * It
 * is
 * next
 * life
 * relative
 * Faroese
 * this
 * two
 * Languages
 * and
 * Norway
 * used
 * to
 * to
 * store
 * West Nordic
 * but
 * Danish
 * and
 * Swedish
 * made
 * up
 * East
 * Nordic
 * East
 * Nordic

 * Today, the Nordic languages are divided into Insular Nordic and mainland Scandinavian languages, Norwegian being grouped with Danish and Swedish because of mutual intelligibility and the fact that Norwegian has been heavily influenced by East Scandinavian (particularly Danish) during the last millennium and has diverged considerably from both Faroese and Icelandic.
 * Í dag, norrænum tungumálum eru skipt í Einangrað Norðurlöndum og meginlandi Skandinavíu tungumálum, norsku verið flokkaðar með danska og sænska vegna gagnkvæma intelligibility og þeirri staðreynd að norska hefur verið undir miklum áhrifum frá Austurlöndum Scandinavian (sérstaklega danska) síðustu árþúsund og hefur diverged töluvert bæði frá færeysku og íslensku.
 * In
 * Today
 * Nordic
 * Languages
 * are
 * divided
 * in
 * Isolated
 * Scandinavian
 * and
 * Continental
 * Scandinavia
 * Languages
 * Norwegian
 * been
 * classified
 * with
 * Danish
 * and
 * Swedish
 * due
 * mutual
 * intelligibility
 * and
 * the
 * fact
 * to
 * Norwegian
 * has
 * been
 * under
 * high
 * effects
 * from
 * East
 * Scandinavian
 * (Especially
 * Danish)
 * last
 * millennium
 * and
 * has
 * diverged
 * considerably
 * both
 * from
 * Faroese
 * and
 * Icelandic.

 * While most West European languages have greatly reduced levels of inflection, particularly in regards to noun declension , Icelandic retains an inflectional grammar comparable to that of Latin (a member of the group of Italic languages , which shares the Indo-European roots of Germanic) or, more closely, Old Norse and Old English.
 * Þó að flest Vestur-Evrópu tungumál hafa mjög dregið úr magni beyging, sérstaklega í sambandi við nafnorð beyging , íslensku heldur að inflectional málfræði sambærilegt við að Latin (a félagi af the hópur Skáletraður tungumálum , sem skráð er Indó-evrópsk rætur germönskum) eða , nánar Old Norse og Old ensku.
 * Although
 * to
 * most
 * Western Europe
 * language
 * have
 * very
 * drawn
 * from
 * quantity
 * morphological

 * especially
 * in
 * Contact
 * with
 * noun
 * morphological

 * Icelandic
 * but
 * to
 * inflectional
 * grammar
 * comparable
 * with
 * to
 * Latin
 * (A
 * companies
 * of
 * the
 * group
 * EF
 * Languages

 * as
 * recorded
 * is
 * Indo-European
 * roots
 * Germanic)
 * or

 * more
 * Old
 * Norse
 * and
 * Old
 * English

 * The main difference between the inflectional systems of Icelandic and Latin lies in the treatment of the verb.
 * The aðalæð mismunur milli inflectional kerfi í íslensku og latínu liggur í meðferð sögn.
 * The
 * main
 * difference
 * between
 * inflectional
 * system
 * in
 * Icelandic
 * and
 * Latin
 * lies
 * in
 * treatment
 * verb

 * Nouns, adjectives, pronouns and other word classes are handled in a similar way.
 * Nafnorð, lýsingarorð, fornöfn og öðrum flokkum orð eru meðhöndlaðar á svipaðan hátt.
 * Noun
 * adjectives
 * pronouns
 * and
 * other
 * categories
 * words
 * are
 * treated
 * on
 * similar
 * high

 * In particular it may be mentioned that Icelandic possesses quite a few instances of oblique cases without any governing word, much like Latin (eg, many of the various Latin ablatives have a corresponding Icelandic dative ).
 * Einkum má nefna að íslensk býr yfir alveg nokkur dæmi af hornrétt tilvikum án þess að allir um orð, eins Latin (td margir af hinum ýmsu Latin ablatives hafa samsvarandi íslensku þágufall nafnorða ).
 * In particular,
 * may
 * mention
 * to
 * Icelandic
 * lives
 * over
 * quite
 * some
 * examples
 * of
 * perpendicular
 * cases
 * without
 * its
 * to
 * all
 * of
 * words
 * as
 * Latin
 * (Eg
 * many
 * of
 * the
 * various
 * Latin
 * ablatives
 * have
 * corresponding
 * Icelandic
 * dative
 * name words

 * The oldest preserved texts in Icelandic were written around 1100.
 * Elstu varðveittar texta á íslensku var ritað um 1100.
 * Oldest
 * preserved
 * text
 * on
 * Icelandic
 * was
 * written
 * of
 * 1100

 * Many of them are actually based on material like poetry and laws, preserved orally for generations before being written down.
 * Margir þeirra eru í raun byggð á efni eins og ljóð og lög sem varðveist munnlega kynslóðum áður verið rituð.
 * Many
 * their
 * are
 * in
 * actually
 * based
 * on
 * content
 * as
 * and
 * poetry
 * and
 * Law
 * as
 * preserved
 * verbally
 * generations
 * before
 * been
 * written

 * The most famous of these, which were written in Iceland from the 12th century onward, are without doubt the Icelandic Sagas, the historical writings of Snorri Sturluson and eddaic poems.
 * Það sem er mest frægur af þessu, sem voru skrifaðar á Íslandi frá 12. öld áfram, eru án efa Íslendingasögunum, sögulegt rit Snorra Sturlusonar og eddaic ljóð.
 * It
 * as
 * is
 * most
 * famous
 * of
 * this
 * as
 * were
 * written
 * on
 * Iceland
 * from
 * 12
 * century
 * more
 * are
 * without
 * doubt
 * Icelandic sagas

 * The language of the era of the sagas is called Old Icelandic, a western dialect of Old Norse, the common Scandinavian language of the Viking era.
 * Tungumál tímabil í sögum heitir Old íslensku, vestrænn mállýskum á Old Norse, the sameiginlegur Scandinavian tungumál víkingaöld.
 * Language
 * period
 * in
 * stories
 * called
 * Old
 * Icelandic
 * Western
 * dialect
 * on
 * Old
 * Norse

 * The Danish rule of Iceland from 1380 to 1918 had little effect on the evolution of Icelandic, which remained in daily use among the general population except for a period between about 1700 and 1900 where the use of Danish by common Icelanders became popular.
 * The Danish regla á Íslandi 1380-1918 hafði lítil áhrif á þróun íslensku, sem ekki væru í dagsins önn meðal almennings nema í tíma á milli um 1700 og 1900 þar sem notkun í Danmörku gegnum sameiginlegan Íslendinga varð vinsæl.

 * Though Icelandic is considered more archaic than other living Germanic languages, important changes have occurred.
 * Þó íslensku er talið meira archaic en aðrar lifandi tungumál germönskum hafa mikilvægar breytingar áttu sér stað.
 * Although
 * Icelandic
 * is
 * thought
 * more
 * archaic
 * but
 * other
 * live
 * language
 * Germanic
 * have
 * important
 * changes
 * had
 * a
 * place

 * The pronunciation, for instance, changed considerably from the 12th to the 16th century, especially of vowels (in particular, á, æ , au , and y/ý ).
 * The framburð, til dæmis breytt töluvert frá 12. til 16. öld, einkum sérhljóða (einkum, a, æ, au, y / y).
 * The
 * pronunciation
 * to
 * example
 * modified
 * considerably
 * from
 * 12
 * to
 * 16
 * century
 * especially
 * vowels
 * (Especially
 * a
 * le
 * au
 * y
 * y).
 * y).

 * The modern Icelandic alphabet has developed from a standard established in the 19th century, by the Danish linguist Rasmus Rask primarily.
 * Nútíma Íslenska stafrófið hefur þróast frá stöðluðu stofnuð á 19. öld, með því að danska linguist Rasmus Rask fyrst og fremst.
 * Modern
 * Icelandic
 * alphabet
 * has
 * evolve
 * from
 * standard
 * formed
 * on
 * 19
 * century
 * with
 * the
 * to
 * Danish
 * linguist
 * Rasmus
 * Rask
 * first
 * and
 * foremost

 * It is ultimately based heavily on an orthographic standard created in the early 12th century by a mysterious document referred to as The First Grammatical Treatise by an anonymous author who has later been referred to as the First Grammarian.
 * Það er endanlega byggist að miklu leyti á að Hornrétt staðall til í upphafi 12. aldar með dularfulla skjal kallað Fyrsta málfræðiritgerðin með nafnlaus höfundur sem hefur síðar verið kallaður fyrsta málfræðingur.
 * It
 * is
 * final
 * based
 * to
 * much
 * extent
 * on
 * to
 * Perpendicular
 * standard
 * to
 * in
 * beginning
 * 12
 * century
 * with
 * mysterious
 * document
 * called
 * First
 * Grammatical Treatise
 * with
 * anonymous
 * author
 * as
 * has
 * later
 * been
 * called
 * first
 * grammarian

 * The later Rasmus Rask standard was basically a re-creation of the old treatise, with some changes to fit concurrent Germanic conventions, such as the exclusive use of k rather than c.
 * Seinni Rasmus Rask staðall var í grundvallaratriðum a með tilvísun til-sköpun af gamla ritgerð, með nokkrum breytingum til að passa samverkandi germönskum samninga, svo sem eingöngu nota k fremur en c.
 * Second
 * Rasmus
 * Rask
 * standard
 * was
 * in
 * Basically
 * a
 * with
 * Reference
 * to-creation
 * of
 * old
 * essay
 * with
 * some
 * changes
 * to
 * to
 * match
 * concurrent
 * Germanic
 * contracts
 * so
 * as
 * only
 * use
 * k
 * rather
 * but
 * c

 * Various old features, like ð, had actually not seen much use in the later centuries, so Rask's standard constituted a major change in practice.
 * Ýmsir gamall lögun, eins og d, hafði í raun ekki séð mikið notað á síðari öldum, þannig að venjulegu Rask stofnaður mikil breyting í starfi.
 * Various
 * old
 * features
 * as
 * and
 * d
 * had
 * in
 * actually
 * not
 * seen
 * much
 * used
 * on
 * Second
 * centuries
 * so
 * to
 * normal
 * Rask
 * established
 * high
 * change
 * in
 * work

 * Later 20th century changes are most notably the adoption of é, which had previously been written as je (reflecting the modern pronunciation), and the abolition of z in 1973.
 * Seinna 20 breytingar aldarinnar eru ekki síst samþykkt É, sem hafði áður verið skrifað um je (endurspegla nútíma framburður), og afnám z árið 1973.
 * Later
 * 20
 * changes
 * century
 * are
 * not
 * least
 * approved
 * É
 * as
 * had
 * before
 * been
 * write
 * of
 * je
 * (Reflect
 * modern
 * pronunciation)
 * and
 * abolition
 * z
 * in
 * 1973.

 * Written Icelandic has, thus, changed relatively little since the 13th century.
 * Skrifað íslensku hefur þannig breyst tiltölulega lítið frá 13. öld.
 * Write
 * Icelandic
 * has
 * so
 * change
 * relatively
 * little
 * from
 * 13
 * century

 * As a result of this, and of the similarity between the modern and ancient grammar, modern speakers can still understand, more or less, the original sagas and Eddas that were written some eight hundred years ago.
 * Sem afleiðing af þessu, og um líkt á milli nútímans og fornum málfræði nútíma ræðumaður geta enn skilið, meira eða minna, upprunalegu sögur og Eddas sem voru skrifuð nokkur átta hundruð ár síðan.
 * As
 * results
 * of
 * this
 * and
 * of
 * as
 * on
 * between
 * Today
 * and
 * ancient
 * grammar
 * modern
 * speaker
 * can
 * still
 * understand
 * more
 * or
 * less
 * original
 * stories
 * and
 * Edda
 * as
 * were
 * Write
 * some
 * eight
 * hundred
 * years
 * since

 * This ability is sometimes mildly overstated by Icelanders themselves, most of whom actually read the Sagas with updated modern spelling and footnotes—though otherwise intact (much as with modern English readers of Shakespeare).
 * Þessi hæfileiki er stundum mildilega gera of mikið úr því Íslendingar sjálfir, flestir reyndar lesa sagna með endurnýja nútíma stafsetningu og neðanmálsgrein-þó að öðru leyti óbreytt (mikið eins og með nútíma enska lesendur Shakespeare).
 * This
 * capability
 * is
 * sometimes
 * mildly
 * do
 * of
 * much
 * from
 * the
 * Icelanders
 * themselves
 * most
 * Indeed
 * read
 * stories
 * with
 * update
 * modern
 * spelling
 * and
 * footnote, however,
 * to
 * other
 * extent
 * unchanged
 * (High
 * as
 * and
 * with
 * modern
 * English
 * Readers
 * Shakespeare)

 * The language has both monophthongs and diphthongs, and consonants can be voiced or unvoiced.
 * Tungumálið inniheldur bæði monophthongs og diphthongs og samhljóða má voiced eða unvoiced.
 * Language
 * contains
 * both
 * monophthongs
 * and
 * diphthongs
 * and
 * unanimously
 * may
 * voiced
 * or
 * unvoiced

 * Voice plays a big role in the pronunciation of many consonants.
 * Rödd spila stórt hlutverk í framburði margra samhljóða.
 * Voice
 * play
 * large
 * role
 * in
 * testimony
 * many
 * unanimously

 * For most Icelandic consonants, there are voiced and unvoiced counterparts.
 * Fyrir flesta íslenska samhljóða, eru voiced og unvoiced hliðstæða.
 * For
 * most
 * Icelandic
 * unanimously
 * are
 * voiced
 * and
 * unvoiced
 * parallel

 * However, b, d , and g are never aspirated in Icelandic.
 * Hins vegar, b, d, og g er aldrei aspirated á íslensku.
 * On the other
 * hand
 * b
 * d
 * and
 * g
 * is
 * never
 * aspirated
 * on
 * Icelandic

 * These letters differ from p, t and k because p , t and k become aspirated when they are the first letter of a word; b , d and g do not.
 * Þessir stafir eru mismunandi frá p, T og K þar sem P, T og K að verða aspirated þegar þeir eru að hafa fyrsta staf í orði, b, d og g ekki.
 * These
 * characters
 * are
 * different
 * from
 * p
 * T
 * and
 * K
 * where
 * as
 * P
 * T
 * and
 * K
 * to
 * must
 * aspirated
 * when
 * they
 * are
 * to
 * have
 * first
 * letter
 * in
 * word
 * b
 * d
 * and
 * g
 * not

 * Icelandic retains many grammatical features of other ancient Germanic languages, and resembles Old Norwegian before much of its fusional inflection was lost.
 * Íslensk halda margir málfræði lögun annarra forn tungumál germönskum og líkist Old Norwegian áður mikið af þess fusional beyging var glataður.
 * Icelandic
 * keep
 * many
 * grammar
 * features
 * other
 * ancient
 * language
 * Germanic
 * and
 * resembling
 * Old
 * Norwegian
 * before
 * much
 * of
 * its
 * fusional
 * morphological
 * was
 * lost

 * Modern Icelandic is still a heavily inflected language with four cases : nominative, accusative , dative and genitive.
 * Nútíma Íslensk er enn þungt inflected tungumál með fjórum tilvikum : nefnifalli, þolfall , þágufall nafnorða og Eignarfall.
 * Modern
 * Icelandic
 * is
 * still
 * heavy
 * inflected
 * language
 * with
 * four
 * cases
 * dates
 * accusative
 * dative
 * name words
 * and
 * Minori
 * Minori

 * Icelandic nouns can have one of three grammatical genders —masculine, feminine or neuter.
 * Íslenska haft einn af þremur málfræði kynja -karlkyn, kvenkyni eða hvorugkyn.
 * Icelandic
 * be
 * one
 * of
 * three
 * grammar
 * Gender
 * -Male
 * feminine
 * or
 * neuter

 * There are two main declension paradigms for each gender: strong and weak nouns, which are furthermore divided in sub-classes of nouns, based primarily on the genitive singular and nominative plural ending of a particular noun.
 * Það eru tveir helstu málin beyging hvers kyns: sterk og veik nafnorð, sem eru ennfremur skipt í staðinn fyrir einhvern-flokka nafnorð, byggt aðallega á Eignarfall eintölu og nefnifalli fleirtölu endar á tilteknu nafnorð.
 * It
 * are
 * two
 * main
 * issues
 * morphological
 * each
 * gender:
 * strong
 * and
 * sick
 * noun

 * as
 * are
 * also
 * divided
 * in
 * instead
 * for
 * sub-categories
 * noun
 * based
 * mainly
 * on
 * Minori
 * singular
 * and
 * dates
 * plural
 * ends
 * on
 * given
 * noun

 * For example, within the masculine nouns that have a strong declension, there is a sub-class (class 1) that declines with an -s (Hests) in the genitive singular and -ar (Hestar) in the nominative plural.
 * Til dæmis innan karlkyns nafnorð sem hafa sterk beyging er undir-flokki (flokkur 1) að hafnar með-s (Hests) í Eignarfall eintölu og-ar (Hestar) í nefnifalli fleirtölu.
 * To
 * example
 * within
 * Male
 * noun
 * as
 * have
 * strong
 * morphological
 * is
 * sub-category
 * (Category
 * 1)
 * to
 * port
 * with-s
 * (Horse)
 * in
 * Minori
 * singular
 * and ar-
 * (Horses)
 * in
 * dates
 * plural

title: User:JPLeRouzic/Icelandic stream/Page1


text:
User:Cmat100

First post I made was the Wireless Telegraphy Act 1949 - (cur | prev) 21:51, 17 May 2010 81.96.109.63 (Talk) (103,532 bytes) (→Civic deregulation) (undo)

title: User:Cmat100


text:
Teaching English as a lingua franca

This Wikiversity page aims at providing readers with sources for teaching English as a global lingua franca.

Background Information
The following Wikipedia articles give background information on teaching English as a global language:
 * BASIC English
 * English as a lingua franca
 * Globish (on this concept see also the review by Joachim Grzega)

The following websites provide cross-cultural background information on various aspects:
 * Geert Hofstede's cultural dimensions: website 1, website 2

Websites and Webpages

 * The BASIC English website offers the elements of the concept as well as learning material.
 * The Basic Global English (BGE) website offers a concept and materials enabling beginners rapid acquisition of English for intercultural communication at a basic, but successful level.
 * This article by Joachim Grzega provides information on communicative behavior in Europe.

Teaching and Learning Material for Beginners

 * Grzega, Joachim (with the assistance of Marion Schöner and Katja Weber) (2009), Hello World!, vol. 1 Teacher Handbook Basic Global English (BGE) for First-Year Learners of Age Group 7-10 and vol. 2 Learner Materials Basic Global English (BGE) for First-Year Learners of Age Group 7-10, Eichstätt: ASEcoLi.
 * Grzega, Joachim (with the assistance of Marion Schöner) (2009), Welcome to the World! Basic Global English (BGE) Do-It-Yourself, Eichstätt: ASEcoLi (available for free).
 * Grzega, Joachim (2009), Welcome, Global Players! Basic Global English (BGE) for Adult Learner Groups, Eichstätt: ASEcoLi.

Teaching and Learning Material for Advanced Learners

 * Grzega, Joachim (2009), How to Become the Perfect Intercultural Professor: Tricks and Bricks for Intercultural Academic Teaching in English (and Other Languages), Eichstätt: ASEcoLi.
 * Lewis, Richard (2006), When Cultures Collide: Leading Across Cultures, Boston/London: Nicholas Brealey International.
 * Morrison, Terri / Conaway, Wayne A. (2006), Kiss, Bow, or Shake Hands, 2nd ed., Avon: Adams Media. See also the supplementary material.
 * Trompenaars, Fons / Hampden-Turner, Charles (1997), Riding the Waves of Cultures: Understanding Cultural Diversity in Business, 2nd ed., London: Nicholas Brealey.

title: Teaching English as a lingua franca


text:
User talk:Cmat100

 Hello Cmat100, 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 project.
 * Browse 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 22:19, 18 May 2010 (UTC)

title: User talk:Cmat100


text:
Open research

 * Suggested readings
 * An open letter to the higher education community, April 23, 2010

title: Open research


text:
UC-IP

2-5pm, Friday 11 June 2010

University of Canberra (North Access)

Building 6, Level B, Room 45 (6B45)

Map.

The University of Canberra is currently reviewing its policies relating to intellectual property (IP). The Faculty of Health is hosting a free mini conference on IP as it affects academia.

The Faculty of Health is committed to the open sharing of ideas, information and practice. As part of its commitment to a caring and inclusive society, the Faculty is hosting a workshop to discuss the role of IP in 21st century institutions. It will hear from innovators in open sharing and identify the fundamental characteristics of transparent intellectual property policies.

This page indexes the 10 minute presentations given at the mini conference, subsequent public documents and submissions being worked on, and public discussion around the issues.

As a number of people have already expressed interest in attending online, talks will be ustreamed with backchannels set up under the hashtag #ucip. Links to the recordings and discussions will be listed here.

Videos

 * Welcome to #ucip
 * Talking about the set up for #ucip

these videos on youtube

these videos on blip.tv

these videos on ustream

Attending
Please RSVP by adding your name to the list below, or by contacting [mailto:leighblackall@gmail.com leighblackall@gmail.com]
 * 1) Diane Gibson, Dean Health University of Canberra (TBC)
 * 2) Laurie Grealish, Associate Dean Health Education University of Canberra
 * 3) Stephen Parker, Vice Chancellor University of Canberra (TBC)
 * 4) Kate Lundy, Senator for ACT Australian Labor Party
 * 5) Pia Waugh, ICT Policy Advisor in the Office of Senator Kate Lundy
 * 6) Keith Lyons, Director National Institute of Sport Studies
 * 7) Andrew Watts, University of Canberra
 * 8) Leigh Blackall, Health Learning Commons Coordinator University of Canberra
 * 9) James Neill, Health lecturer University of Canberra
 * 10) Gordon Waddington, Health Research University of Canberra
 * 11) Stuart Maxwell, Marketing University of Canberra
 * 12) Julian Zipparo, University of Canberra
 * 13) Mark Spain, Human Resources University of Canberra
 * 14) Roxanne Missingham, Parliamentary Librarian
 * 15) Alan Maskell, National Film and Sound Archive of Australia
 * 16) Greg Whitbread, Australian National Botanic Gardens
 * 17) Bruce Arnold, Law Faculty, University of Canberra
 * 18) Diane Phillips, Lecturer, Faculty of Business and Government
 * 19) Neda Akbari, PhD student from the Faculty of Art and Design
 * 20) Wendy Brady, Director of the Ngunnawal Centre at UC
 * 21) Joelle Vandermensbrugghe, Research Education Program, UC
 * 22) Natalie Bowman, Org Development, Human Resources, University of Canberra
 * 23) Audrey Guy, Ph D student at the University of Canberra
 * 24) Judy Currier, Acting Planning Librarian for Business & Government, Law and ISE, Library University of Canberra
 * 25) Terri Landford, Research Repository Librarian, University of Canberra Library
 * 26) Vanessa Tuckfield, Copyright Officer, Canberra Institute of Technology
 * 27) Marc Emerson, Advocacy Officer, University of Canberra Students' Association
 * 28) Alan Arnold, Teaching & Learning Centre, University of Canberra
 * 29) Christian West, Catalouging, Thesis and e-Document Coordinator, University of Canberra Library
 * 30) Michael Bennett, Education Vice-President, University of Canberra Students' Association
 * 31) Tim Kelly, Manager Performance Research Centre, Australian Institute of Sport
 * 32) Paul Krix, Teaching & Learning Centre, University of Canberra
 * 33) Minh-Tam Nguyen, Teaching & Learning Centre, University of Canberra
 * 34) Laura Hale, Research student from Sports Studies, University of Canberra
 * 35) Arshad Hussanee, Teaching & Learning Centre, University of Canberra
 * 36) Robin McConnell, National Institute of Sport Studies, University of Canberra
 * 37) Peter Donnan, Teaching and Learning Centre, University of Canberra
 * 38) Louise Cooper Academic Planning Librarian Arts and Education
 * 39) Josh Rosner, PhD Candidate, Faculty of Arts & Design, University of Canberra
 * 40) Helen Carter, Teaching & Learning Centre, University of Canberra
 * 41) Adrian Storrier, Masters of IP Law student, University of Melbourne
 * 42) Gay Landau, Director Academic Policy & Review, University of Canberra
 * 43) Robert Tanton, NATSEM, University of Canberra
 * 44) Alan Duncan, NATSEM, University of Canberra
 * 45) Ken Roberson, NATSEM, University of Canberra
 * 46) Lulu Turner, Editorial Adviser, Business & Government/HDR, University of Canberra

Apologies

 * 1) Liam Wyatt, Vice President Wikimedia Australia
 * 2) Matt Dawes, Copyright Adviser Law and Policy Australian Digital Alliance Australian Libraries Copyright Committee
 * 3) Ben Rattray, National Institute of Sport Studies
 * 4) Berverly Reilly, International Marketing University of Canberra
 * 5) Jason Young, Director of the Office of the Deputy Vice Chancellor University of Canberra
 * 6) Alicia Thomson, Marketing University of Canberra
 * 7) Kevin Croft, CroftIP
 * 8) Amanda George, Faculty of Health, University of Canberra
 * 9) John Howard, UC IP Officer
 * 10) Pat Tandy, Research Librarian, University of Canberra
 * 11) Roland Goeke, Head of Vision and Sensing Group, Faculty of Information Sciences & Engineering, University of Canberra

Discussion, documents and submissions

 * Submission on a new intellectual property policy
 * PediaPress book on Open Academia

About Intellectual Property

 * Wikipedia article on Intellectual Property
 * Wikipedia article on Trademark
 * Wikipedia article on Copyright
 * Wikipedia article on Patent
 * Wikipedia article on Industrial Design Rights
 * Wikipedia list of IP related topics and issues

UC IP

 * Existing UC Policy on Intellectual property (policy database)
 * UCIP conference page on canberra.edu.au
 * Submission on a new intellectual property policy

Open IP

 * International
 * European Commission recommends open access to IP
 * The USA Federal Research Public Access Act
 * Adrian Hearn, Rethinking good governance and transparency. Sydney Ideas Open 16:50 - 21:40 looks at 3 different perspectives on transparency.

 * Australia/NZ
 * Australian Federal Government response to Task Force Gov2.0 recommendations of open access
 * The New Zealand Wellington Declaration to ACTA
 * New Zealand Government Open Access and Licensing (NZGOAL) framework
 * Unlocking IP: New models for sharing and trading IP, UNSW
 * Intellectual Property: Knowledge, Culture and Economy, QUT

Commercialisation

 * News article focusing on Copyright Agency Limited
 * News paper article about journal profits
 * Social Capital and Capitalist Economies

Alternatives

 * The Tragedy of the Commons (Not the book) by Marco Fioretti 2009

title: UC-IP


text:
User:Ithinkhelikesit

for more information see my user page on Wikipedia - Ithinkhelikesit

title: User:Ithinkhelikesit


text:
User:Kewellen

Kewellen Dolley is a U.S base Liberian Film Producer/Director and Business man. He's also CEO of Afro Music & Video a major African Movie and Music distribution company base in Philadelphia. He has produced and directed several films such as Imported Bride, Family Secret all shot and produced in the United States. He studied Journalism at at Buck County Community College and Temple University in Philadelphia.

title: User:Kewellen


text:
User talk:Praddy

 Hello Praddy, 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 project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
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 * 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 19 May 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 19 May 2010 (UTC)

title: User talk:Praddy


text:
User talk:Scruffyexaminer

 Hello Scruffyexaminer, 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

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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 19 May 2010 (UTC)

title: User talk:Scruffyexaminer


text:
Zines

Zines are small circulation, non-commercial publications that are printed by their creators on a topic of their choice. They come in all shapes and sizes from personal zine, artzines, zines about music and politics, fanzines. Zines are straight from the writer to the reader: raw, uncut and handmade.

Since the invention of the printing press (if not before), dissidents and marginalized citizens have published their own opinions in leaflet and pamphlet form.

Task
Yr 10 English Homework Task: Your task over the next 2 weeks at home is to produce 2 items for a zine that we will produce as a class. Imagine you are a marginalized citizen in Fahrenheit 451 like Montag, or Faber, or Granger etc. Use the zine to express your thoughts, concerns, desires. This ‘underground’ zine is for distribution to those who are left living on the outskirts of the city in Fahrenheit 451. What would you like to tell them? Would you like to educate them about something? Or simply make sure they remember a wonderful book from time. Create 2 items to include in the zine. Your name does not have to be published with them if you like. You may like to write a short story, a poem, a song, draw a comic, design a picture, retell an historical event, educate your reader in some way. It is up to you. Submit your 2 items by the end of Week 6.

For more info on Zines and links, look at:

How to make a zine
Youtube video: [http://www.youtube.com/watch?v=Xh1W15BWCUk DIY - How to Make a Zine; Paper, Scissors, Pen - Rockin! by SamProof]

title: Zines


text:
Talk:Zines

Less structure
I think the task is too structured... probably because the poor teacher feels compelled to match it to some grand syllabus prescribed to her. It would be better - in terms of the learning about zines, if the task allowed for more individual discovery and expression, with the technical skills of its creation being the framework for that - rather than the realtively 'unfun' link to an old dead book, and slightly patronising notions of "marginalised". Zines certainly have been the artifact of subcultures and creative individuals.. but I'm not sure they would identify as marginalised. I have seen numerous zines these days put out by small business marketing firms and the like, in an attempt to reach niche markets in those sub cultures... Perhaps read the old book, and create the zine.. but make very little expressed connection between the two.. see if the connection that the current task presently prescribes, emerges in conversation. Leighblackall 10:21, 19 May 2010 (UTC)

title: Talk:Zines


text:
User talk:Qyesq

ʡ.Welcome!, You can leave a message, if you want to! Don`t just stand or sit there! LEAVE A MESSAGE!. Qyesq 19:56, 19 May 2010 (UTC) Sign your name with this Ǣ |class="references-small|×ɤ

Welcome
 Hello Qyesq, 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.
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 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
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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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 20:14, 19 May 2010 (UTC)

title: User talk:Qyesq


text:
User talk:Zyephyrus

Welcome
 Hello Zyephyrus, 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 project.
 * Browse 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
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 * 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 20:20, 19 May 2010 (UTC)

title: User talk:Zyephyrus


text:
User talk:Nazar (usurped)~enwikiversity

Naz 21:11, 19 May 2010 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Nazar (usurped). To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Nazar (usurped)~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:45, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:17, 19 April 2015 (UTC)

title: User talk:Nazar (usurped)~enwikiversity


text:
User:Old HSP

"Old HSP" is short for Old Home School Parent.

I would like to see Wikiversity be the best it can be.

Favorite Links:

 * Category Tree
 * Resources by type
 * Resources by completion status

title: User:Old HSP


text:
Boundary Value Problems/Problem Lookup

Click here to return to BVP main page Boundary Value Problems

A directory/database of BVP problems.

title: Boundary Value Problems/Problem Lookup


text:
User talk:Old HSP

 Hello Old HSP, 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 project.
 * Browse 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
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 * 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 00:03, 20 May 2010 (UTC)

title: User talk:Old HSP


text:
User talk:Instructian

 Hello Instructian, 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 project.
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 * 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 20 May 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 20 May 2010 (UTC)

title: User talk:Instructian