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Wikiversity talk:Developing Wikiversity through action research/List of uses of Wikiversity

I wonder if, instead of having this page as a list, we could have each type of use as a section, and have a description of each type of use. Thoughts? Cormaggio talk 11:44, 11 May 2007 (UTC)

Help:resource types is a very low brow equivalent to what you're doing here. You might like to borrow some ideas for your list. --McCormack 10:27, 9 June 2008 (UTC)
 * You're too modest - it's quite clearly a whole lot better than this page. :-) The question for me, as I've said on your talk page, is: what kind of action plan does this fit into...? Cormaggio talk 09:44, 10 June 2008 (UTC)
 * What kind of "action plan" would qualify as an "action research action plan"? Helping people understand WV and make better use of it? Or are you looking for something a little more sophisticated? --McCormack 16:36, 10 June 2008 (UTC)
 * Absolutely - "helping people understand Wikiversity.." is a most valid action plan. (I thought an "action plan" was pretty self-explanatory - a planned attempt to change and improve something, which is evaluated after the change.) I sometimes find it difficult to distinguish between 'action research' and 'what people do in a wiki anyway' - but I think that we could usefully define action research as a process over time - so not necessarily every single edit (ie change) would count as a discrete piece of action research. Does that help you formulate it? Cormaggio talk 18:59, 10 June 2008 (UTC)


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User:SutharsanJIsles

Teaching Experience

Mathematics Teacher, Bedok South Secondary School (2001) English, Mathematics and Science Teacher, Geylang Methodist Primary School (2002) English, Mathematics and Science Teacher, CHIJ (Katong) Primary School (2003) English, Mathematics and Science Teacher, Fengshan Primary School (2004) Private Home Tutor, (2005) ESOL Lecturer, Hannsfield Management Academy (2006) IT Lecturer, Hannsfield Management Academy (2007)

I am currently lecturing in topics for the International Diploma in Information Technology at a private school (Hannsfield Management Academy) in Singapore. I am particularly interested in developing learning resources for Computer programming, Cryptography and Computer Networking. My other interests include Mathematics, Physics and Chemistry.

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

title: User:SutharsanJIsles


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User talk:SutharsanJIsles

Some relevant pages
Hi SutharsanJIsles, you might be interested in the following pages: Cryptography and Topic:Cryptography (which probably need to be merged, or delineated better), Topic:Networking and pages in Category:Computer Networks (also needing better organisation), and Topic:TESOL (which is more or less simply a placeholder structure). As you can see there's plenty of work to be done - please feel free to ask anything, anytime... Cormaggio talk 13:36, 11 May 2007 (UTC)

Image copyright problems

 * Your currently affected images are listed below; for each, please provide a license template and a source. Thanks. – Mike.lifeguard | @en.wb 23:52, 13 February 2008 (UTC)

 * 2007-05-11 13:51, SutharsanJIsles: SutharsanJIsles.gif: untagged! ; 0 (0)
 * 2007-05-11 14:06, SutharsanJIsles: SutharsanJIsles Small.gif: untagged! ; 1 (0)

title: User talk:SutharsanJIsles


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Intermediate Wikiversity

Welcome to Intermediate Wikiversity, a learning project for Wikiversity editors.

You should be familiar with the topics at Introduction to Wikiversity before tackling the more advanced topics of this learning project. This learning project provides tips and tutorials to help make your editing more efficient and productive.

Hyperlinks
Most people think about linking what they write to other pages and other websites. The edit toolbar has two buttons for links to other pages (the third and forth buttons from the left). See: Help:Link for details.

You also need to think about links to the page you are editing. How are other people going to find your page? Many pages in the main namespace have a link from a content development project; a topic page in the "Topic:" namespace. You should also make sure that any page you edit is in at least one category and is linked to from at least one portal. See below.

Categories
Related pages should be in the same category. Add to a page when you edit it. If you make a new page, it is important to look around and find what categories are already used for similar pages. If you create a new category, make sure you place the new category in at least one other existing category.  See Help:Category for details.

If you are interested in participating more deeply into categorization at Wikiversity, please consider joining the Categories taskforce.

Portals
Portal pages (example: Portal:Learning Projects) provide user-friendly access to Wikiversity learning resources.Every category with a large number of pages can have its own portal. Make sure that every main namespace page you edit is linked to from at least one portal page. See Portal for additional information.

Navigation templates
Related sets of pages can be placed in a "navigation box".
 * navigation templates at Wikiversity
 * There are many good examples of navigation templates at Wikipedia. See also w:Wikipedia:Navigational templates; Introduction to templates.

Template:Navigation2 can now be used to produce navigation boxes with easy access to the template from pages that use the navigation boxes. Why bother? This makes it easy for other Wikiversity participants to add to lists of related pages in navigation boxes. Example:

Make a new navigation box
It is easy to make a new navigation box from an existing one. For example, click on the small "e" of the "Observed structured clinical examination" navigation box, above. Doing so will open the edit window for Template:OSCE2. Copy the text from the edit window for Template:OSCE2 and then use it to start a new template page. In the edit window for your new navigation template, paste the text that you copied from the edit window for Template:OSCE2. Then, in the edit window for your new template, change the name, title and body. Make sure you set name = the name of your new template as it appears after "Template:" in the name of your new template page. In the "body", add links to the related pages that you are interested in. Also, you should change Category:Medical navigational boxes if your new template is not for School:Medicine.

title: Intermediate Wikiversity


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User:Delendum

Delendum is a 23 year old United States Navy servicemember, and has operated on 3 continents, in 7 different countries. Aside from his interest in martial history, and martial sciences, Delendum is a Parkour enthusiast, and practicioner of Ninpo. Delendum was raised in the woods of New England, where he developed a love of camping, hunting, and wilderness survival. Delendum is a firm believer in the Libertarian political system.

title: User:Delendum


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User:Seasomeor

This page is for User:Seasomeor.

Seasomeor serves a bunch of interests.

title: User:Seasomeor


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User:Betacomm

Placeholder page for Betacomm.

title: User:Betacomm


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User:Gijsstrider

About
Gijsstrider is a teenager living in the Netherlands, his/her interests primarily lay in the RPG, science and linguistics areas. his/her chosen subjects at school are Physics, Chemistry, Maths (B), Biology and History.

title: User:Gijsstrider


text:
Wikiversity (the rest of the story)

Welcome to Wikiversity (the rest of the story), a learning project for advanced Wikiversity participants.

You can probably benefit from being familiar with the topics at Intermediate Wikiversity before worrying about the more advanced topics of this learning project. This learning project provides details about Wikiversity that probably only an obsessed Wikimedian would care about.

How to start a portal
Wikiversity portal pages are directories of Wikiversity content.

A significant amount of Wikiversity content is organized hierarchically using content development projects. However, there can also be a hierarchy of portals. For example, Portal:Science links to other science-related portals such as Portal:Life Sciences. So if there are ever too many learning resources to fit into an existing portal page for some topic, you can always start making new portals that are devoted to subtopics.

When creating a new portal page, the portal format used at Portal:Science can be created by following the step-by-step instructions at Template talk:Box portal skeleton.

Another portal page format option is shown at Portal:Social entrepreneurship. See also:Make a portal - guide to making multi-page portals.

Useful resources
Contact - Project email discussion, Internet Relay Chat

What's going on?

 * 8:00 class - the Wikiversity 24 hour project-related news cycle

Discussions as learning resources
At Wikiversity there are some learning projects with discussions by participants. These discussions are learning resources. How can such main namespace discussions be efficiently managed as learning resources?

Old discussion threads can be "archived" into collapsible "discussion boxes" as shown at Science and the nonphysical. This "trick" of "boxing up" old discussion threads provides an example of using a Wikiversity template that takes "arguments". In this case, the template is Template:Discussion subpage and it is used as follows:

For the subpage name, you can use a section title from the original discussion. An example is at Science and the nonphysical/Does science arise from evidence or belief. In order to include the subpage back into the original page, use, in this case the subpage is included back into Science and the nonphysical. There are 5 arguments passed to the template called "Discussion subpage" (name, title, titlestyle, bodystyle and body). You can just leave titlestyle and bodystyle as they are unless you want fancy styles for your discussion box text. You need to provide the correct information for the name, title and body arguments. Also, to help organize the subpages you create, provide a category name in the "noinclude" part.

title: Wikiversity (the rest of the story)


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8:00 class

Welcome to your 8:00 class! This Wikiversity learning project tracks the Wikiversity 24 hour project-related news cycle, allowing participants to keep informed about Wikiversity events and active projects.

Colloquium summary
Short summaries of active discussions at Colloquium.
 * Separation of Church and State - proposal for a new project.
 * Community Portal 0.5 - plans for Community Portal development

Colloquium tools
Did you know that there are three ways to track changes to the Colloquium discussion threads?
 * 1) Obvious. Make sure the page is on your watch list; w:Help:Watching pages.
 * 2) Requires the activity of User:MichaelBillingtonBot. Use the link for the "RSS version" created by User:Chrismo.
 * 3) Did you know all Wikiversity pages with an associated "history" page now have an RSS feed? See: Web syndication.

Internet Relay Chat topics of the day
Re-cap of topics discussed in #wikiversity-en and #wikiversity.
 * WikiProject study before editing - Scholarly research in support of Wikipedia
 * Study project on Intelligent Design - Wikipedia improvement project
 * Bok Choy to the World - see also: Wikiversity the Movie/Music
 * drinking contest: "I will drink my 3rd cup in a few mins"
 * User talk:212.219.59.241 - should we block school IPs?
 * User:Ottava Rima - participation at Ethical Management of the English Language Wikipedia
 * Campaign for the inclusion in Wikipedia of religious views expressed as science
 * Category:University of Florida team account - University of Florida project at Wikiversity; help get license information
 * Rules for channel logs for freenode channel #wikiversity-en
 * User:Jon Awbrey - are these "self-promotional links" or a Wikiversity learning resource?

Internet Relay Chat tools

 * Chat - tools that help you participate in chat about Wikiversity
 * IRC guidelines for Wikimedia-related projects.
 * freenode guidelines
 * IRC channel quotes - okay, not a "tool", but.....

Email discussions and blogs
Summaries of Email discussions, blogs and similar information sources with relevance to Wikiversity participants.
 * Planet Wikimedia - should Wikiversity have a community blog in the Planet Wikimedia system?

Email and blog tools

 * Subscribe to the Wikiversity-l email discussion group or view the archives. More Wikimedia Foundation mailing lists.
 * aggregated blogs of some Wikimedia project participants
 * How to blog at Wikiversity: Wikiversity Blog howto.

Recent changes
Recent editing efforts.
 * Expanding your professional vocabulary
 * User:Dr Denelder
 * License tags - help clean them up!
 * Help move images to Commons
 * Trusses, Matrix Method - needs categorization
 * Meta-analysis - expanded
 * Primary mathematics:Fractions - expanded

Tools for tracking editing activity
Most visited pages at Wikiversity.

Archives
8:00 class/Archives - archives of old content from this page.

title: 8:00 class


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Talk:Intermediate Wikiversity

I think that self-reflective stuff should generally be kept in the Wikiversity or Help namespaces. I know I made an exception with the Quiz project, but the quiz project is intended to go beyond the extension itself into issues of pedagogy and finding out how to make good quizzes in general. I think if we are talking about Wikiversity in general (or using it), then we should use the special namespaces. The main namespace should perhaps contain articles which have the same titles as common search terms for help, and then redirect into the special namespaces. McCormack 16:22, 11 May 2007 (UTC)
 * I think any Wikiversity content that is in the form of a learning project can go in the main namespace. Wikipedia has a rule about keeping most content related to Wikipedia out of their main namespace, but that is because their main namespace is for encyclopedia articles and there is not much to say about Wikipedia in the form of an encyclopedia article. There are some things for Wikiversity participants to learn about Wikiversity and that learning can take place in main namespace learning projects. --JWSchmidt 16:39, 11 May 2007 (UTC)

title: Talk:Intermediate Wikiversity


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Talk:8:00 class

Does re-caps mean that IRC chats are not private? I wasn't intending to licence my IRC comments under the GFDL! McCormack 16:24, 11 May 2007 (UTC)

I also think this should go into the WV namespace. It's far too insider for the mainspace. McCormack 16:26, 11 May 2007 (UTC)
 * What is private about IRC? "go into the WV namespace" <-- this is being crafted as a learning project. --JWSchmidt 16:33, 11 May 2007 (UTC)

 * When you log in to the IRC channel, there is no statement akin to the statement on a MediaWiki editing page about releasing content under any particular licence. Under most law, anything not explicitly licenced more freely is "all rights reserved". Further, privacy laws may apply to transient communications - for example, depending on jurisdiction, publishing tapes of phone-calls without getting permission from participants may be illegal and/or unethical. I think this is an inadequacy of Wikimedia's IRC channels - there is no statement at all about privacy, or lack thereof. There should be a guide such as "long-term copies of chats are stored/published" or "participants should not release copies of chats without permission from other participants". Whatever the rules are, they should be clarified. If there are no rules, they should be made. McCormack 16:47, 11 May 2007 (UTC)
 * Does any of what you said (above) really have implications for making a list of topics that were discussed in an IRC chat channel? This is more of a freedom of speech issue than a privacy issue. --JWSchmidt 17:04, 11 May 2007 (UTC)
 * No. You're right. But that wasn't my question ;-) I said "does re-caps mean...?" If you're reworking the re-caps in such a way as to anonymize people's names and generally generalize, then there probably isn't a privacy issue. On the other hand, I wouldn't like an institution which could later devolve into a cut-and-paste of chats. McCormack 17:18, 11 May 2007 (UTC)

 * On the title, I'm really suspicious about this ;-) I mean, if anybody other than yourself came along and created a page called 8:00 class, I'd think to myself, "now shouldn't JWS go along and suggest to them they use a more descriptive title with a few more letters and a few less digits?". Has your account been compromised by someone? Are you the real JWS? McCormack 16:47, 11 May 2007 (UTC)

 * Ha ha. I thought hard about the title. It is meant to be enigmatic and it is for advanced Wikiversity participants, not newbies. --JWSchmidt 16:59, 11 May 2007 (UTC)
 * May I please move this to 8:30 class instead? --HappyCamper 17:02, 11 May 2007 (UTC)
 * Cormaggio would never make it. I still think this is an insider page thinly disguised as a learning project and should go in the WV namespace, or acquire a proper title, or both . McCormack 17:18, 11 May 2007 (UTC)
 * I love this page. I come here everyday now. McCormack 04:28, 14 May 2007 (UTC)

Good page
As this page develops, I'm thinking of actually adding it to my watchlist. I only very rarely do that ;-) It looks good. McCormack 17:40, 11 May 2007 (UTC)

New term?
Does WV Fall Term start at the beginning of September? Will this course be offered again? McCormack 06:18, 23 August 2007 (UTC)
 * When I was updating it, I was in need of some motivation to take the time to do things like look through recent changes. In other words, it served its purpose for me and it did not catch on with anyone else at the time. If you would like to help with it, we could start updates again any time. --JWSchmidt 02:42, 24 August 2007 (UTC)

title: Talk:8:00 class


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User:Buddpaul

Buddpaul has been aware of Wikiversity for some time now, but only just recently registered as a user. He is heavily involved at Wikipedia, Wikia and Wikibooks.

title: User:Buddpaul


text:
User talk:Buddpaul

Spanish course refreshed
Hi, if you are still interested in studying Spanish language, let me invite you to this refreshed course Spanish One. It uses Wikibookian textbook "Spanish" and includes an oportunity of live discussio with teacher via Skype. The course understood the importance of live speech and understanding, when letter is understood like a code of explanations.--Juan 14:19, 5 January 2008 (UTC)

title: User talk:Buddpaul


text:
User:Paul Danon

BA in English language, editor, London, England, born 1954

title: User:Paul Danon


text: User talk:Paul Danon

title: User talk:Paul Danon


text:
User:SGTMAJUSMC

I am a retired E-9 (Sargeant Major) from the United States Marine Corps. I spent 33 years of my 57 years of life doing something that I loved. I entered the Marine Corps in January, 1967. Spent my first 21 years as a Marine Corps Kit Carson Scout Sniper. I spent three years in Vietnam without going home to the USA.

I did not have a choice about going into the Marine Corps. At the age of 16 years, I shot another cajun kid in the head, with a 22 caliber rifle at 200 meters (about 260 yds) It was over bayou hunting area that my family did not want to share with the Dubrocks'. Bobby Dubrck spent a few days in bed and lived, thank God!

Judge Foot of the Superior Court did not thank the same way my mother did. My mother was mad because Bobby lived. The Judge looked down at me as I stood in front of the court room full of people. He said, "Son, if the rifle was used to kill food for the family, why did you shoot Bobby Dubrock. Without giving me time to answer, he asked me,  "Was you going to drage Bobby home to your mom for eating. The people in the court room lauged for almost a minute. Then the judge said, "I see your 17th birthday is coming up next month. He waved to someone in the back of the courtroom and up marched this Gunnery Sargeant, USMC Recruiter.  He stepped smartly up in front of the judge, next to me.

Judge Foot looked at me and said, " This USMC Recruiter will be getting all the information he needs from you and your mother as soon as possible. You, will enter the Marine Corps a few days after your birthday.  If you fell to do so, I will send you to prison and all your crazy, cajun, bayou friends if I have to.  We do not shoot our neighbors in the head for any reason.  I furthermore am giving the Recruiter a speical recommendation that you become a military sniper too put the best part of this situation to good use.  "Atleast, I'm sure the Marine Corps can find you the real enemy to shoot in the head"!

So it goes that I became exactly what the judge recommended. I became part of a Marine Corps Legend later during the Vietnam War. About 16 years later, I was able to talk to the Judge and we both laughed about it but he would have sent me to prison, no joking about it!

title: User:SGTMAJUSMC


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Sedevacantism

Summary

 * Project code: to be allocated
 * Prerequisites: to be decided
 * Time investment: to be decided
 * Assessment: to be decided
 * Portal: humanities
 * School: theology
 * Department: Catholic studies
 * Stream: to be allocated
 * Level: to be allocated

Content summary
Dissent from the second Vatican council, particularly that which led to the rejection of the papacy of inter alia John Paul II, yet which supports no other public claimant to the Petrine see.

Goals
This learning project aims to help students:

 * understand the key issues in the Catholic dissent from the second Vatican council, including the Society of St Pius X and the sedeprivationism of Michel Louis Guérard des Lauriers, OP, but focusing on sedevacantism.
 * decide as to the veracity of sedevacantist claims
 * explain their conclusions.

Learning materials
Add learning materials here - see also the box below

Readings and other resources
Each project/lesson/activity may have a suggested reading selection, eg:

 * Wikipedia article:
 * Wikibooks textbook:
 * etc.

Lessons

 * lesson 1: ecclesiology and papacy
 * lesson 2: the council of Trent
 * lesson 3: the syllabus of errors
 * lesson 4: the second Vatican council
 * lesson 5: Catholic traditionalism
 * lesson 6: sedeprivationism and the society of St Pius X
 * lesson 7: conclavism, including the claims of David Bawden, Lucian Pulvermacher, Victor von Pentz and the Palmarians
 * lesson 8: sedevacantism
 * lesson 9: weighing the arguments
 * lesson 10: conclusion

Activities

 * Activity 1
 * etc.

Tests and Quizzes

 * Quiz 1
 * Quiz 2
 * Test 1
 * etc.

Subpages
Subpages can be created - like /concepts (for concepts involved in this learning project)

Active participants
Active participants in this Learning Group

 * iliketolearn777

{| width="100%" style="background:#FFFCCF; border:1px solid #DAA520"

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

You should also read about the Wikiversity:Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects - and you are encouraged to cooperate with other departments that use the same learning resource.

 * }

title: Sedevacantism


text:
Talk:Sedevacantism

How do I get a project code, stream and level?
 * You don't need any of these - I think they were suggested under one possible schema for developing resources. Where did you take your initial page template from? Cormaggio talk 20:17, 11 May 2007 (UTC)
 * So nice of Cormaggio to take the trouble to comment. I believe I used http://en.wikiversity.org/wiki/Template:Learning_project_boilerplate where you paste a subst (substring?) into the page and all these headings appear.

title: Talk:Sedevacantism


text: User talk:SGTMAJUSMC

title: User talk:SGTMAJUSMC


text:
User:Beanzcow

Beanzcow, mushroom, eyeballs, lamp-poles, ear-drum, speakers, lunch, page, nonsense, thingy, more-thingy, cloud, earballs, pill-boxes, wiki-prime, babys, stuffs, peepulls, MOOOOOOOOOOOOOO????, spam, homework, yadayadayadayadayadayadayadayada yadayadayadayadayadaydad ydad the chicken cross the road, BOO

birdy, keyboard, even-more-thingy, adress, salid, money, BOOM, phone, brain-go-BOOM-BOOM, file-save, drugs, guns,

STOP-IT, yaaay!!!!!!!!!!!!????????????????, mouth; Randoness is fun!!!!!!!!!!

title: User:Beanzcow


text:
Introduction to Computers

Course Navigation

Introduction
This course is an introduction for non-computer science students (see Introduction to Computer Science for computer science students). Instead this course is a gentler, lighter survey course without delving too much into technical details. It will also examine computers from the perspective on how they influence society.

Prerequisites
Prerequisites are courses it is suggested you understand before you attempt this course. If you're having a hard time understanding the material in this course, make sure you understand these prerequisites first.
 * There are no prerequisites! (You should be able to follow along no matter how little experience you have in this subject.)

Lessons

 * 1)  Introduction
 * 2) * What is a computer?
 * 3) * History of computers
 * 4) * Computer types
 * 5) * Hardware and software
 * 6) * Basic operations
 * 7) * Data sizes and speeds
 * 8)  Inside a computer case
 * 9) * Motherboard
 * 10) * Processor
 * 11) * Memory
 * 12) * Disks
 * 13)  Peripherals
 * 14) * Input Devices
 * 15) * Output Devices
 * 16) * Future Peripherals
 * 17)  System software
 * 18)  Application software
 * 19)  Personal
 * 20)  Networks
 * 21)  Security
 * 22)  Internet
 * 23)  Development
 * 24)  Databases
 * 25)  Artificial intelligence

What Next?
Once you have completed this course, you have learned enough to take these courses:
 * Computer Skills
 * Internet and Computing Core Certification (IC3)
 * IT Fundamentals
 * Introduction to Computer Science

Course Navigation

title: Introduction to Computers


text:
Talk:Corporate finance

"Finance is among the most stereotypically MBA things an MBA will learn. If you want to understand corporate finance, learn thoroughly:

what the implications of the Modigliani-Miller theorem are the time value of money how to calculate the NPV of a project how to calculate the WACC of a project or company how to do a decent DCF Putting it all together, you'd get something called a model. That model will tell you how much any asset that generates cash flows (such as a stock) is worth. People in business think that this might be useful to know."

'''This kind of $#@^ is what devalues projects like Wikiversity. I'm sorry, that's not very civil of me.''' Buddpaul 20:05, 11 May 2007 (UTC)

'''No, not very civil. It is a start. Would you like to help create a comprehensive list of topics? ''' Shmatt

Engineering Economics
Much of the same information and techniques are taught to engineering major as engineering economics. Focus is on calculating same present value or specific future value for all assets so direct comparisons can be made and most desirable options selected. Mirwin 02:39, 17 December 2007 (UTC)

title: Talk:Corporate finance


text:
Introduction to Computers/Introduction

Welcome to an introduction to computers. This is the first easy lesson of Introduction to Computers. This lesson has plenty of images and much less text than an encylopedia article. It emphasizes the basics.

What is a computer?

 * See: What is a computer?

Supercomputer
Supercomputers are fast because they're really many computers working together.

Supercomputers were introduced in the 1960's as the worlds most advanced computer. These computers were used for intense calculations such as weather forecasting and quantum physics. Today, supercomputers are one of a kind, fast, and very advanced. The term supercomputer is always evolving where tomorrow's normal computers are today's supercomputer. As of November 2007, the fastest supercomputer is the IBM Blue Gene/L; it's 65,536 computers, each with two processors. It has a processing rate of 478.2 TFLOPS.

 * Modern supercomputer architecture
 * Current fastest supercomputer

Mainframe

Mainframes are computers where all the processing is done centrally, and the user terminals are called "dumb terminals" since they only input and output (and do not process).

Mainframes are computers used mainly by large organizations for critical applications, typically bulk data processing such as census. Examples: banks, airlines, insurance companies, and colleges.

Workstation

Workstations are high-end, expensive computers that are made for more complex procedures and are intended for one user at a time.Workstation Some of the complex procedures consist of science, math and engineering calculations and are useful for computer design and manufacturing.

Workstations are sometimes improperly named for marketing reasons. Real workstations are not usually sold in retail.

The movie Toy Story was made on a set of Sun (Sparc) workstations

-Perhaps the first computer that might qualify as a "workstation" was the IBM 1620 Workstation

The Personal Computer or PC

PC is an abbreviation for a Personal Computer, it is also known as a Microcomputer. Its physical characteristics and low cost are appealing and useful for its users. The capabilities of a personal computer have changed greatly since the introduction of electronic computers. By the early 1970s, people in academic or research institutions had the opportunity for single-person use of a computer system in interactive mode for extended durations, although these systems would still have been too expensive to be owned by a single individual. The introduction of the microprocessor, a single chip with all the circuitry that formerly occupied large cabinets, lead to the proliferation of personal computers after about 1975. Early personal computers generally called microcomputers, sold often in kit form and in limited volumes and were of interest mostly to hobbyists and technicians. By the late 1970s, mass-market pre-assembled computers allowed a wider range of people to use computers, focusing more on software applications and less on development of the processor hardware. Throughout the 1970s and 1980s, home computers were developed for household use, offering some personal productivity, programming and games, while somewhat larger and more expensive systems (although still low-cost compared with minicomputers and mainframes) were aimed for office and small business use.

Microcontroller
Microcontrollers are mini computers that enable the user to store data, do simple commands and tasks, with little or no user interaction with the processor. These single circuit devices have minimal memory and program length but can be integrated with other processors for more complex functionality.

Embedded_microprocessor

-the smallest category of computer is called an embedded computer which is another term for microcontroller

Microcontrollers are important, they are used everyday in devices such as appliances and automobiles.

Server

Similar to mainframes in that they serve many uses with the main difference that the users (called clients) do their own processing usually. The server processes are devoted to sharing files and managing log on rights.

A server is a central computer that contains collections of data and programs. Also called a network server, this system allows all connected users to share and store electronic data and applications.Server_(computing) Two important types of servers are file servers and application servers.

Hardware
Hardware refers to the physical elements of a computer. Also referred to as the machinery or the equipment of the computer. Examples of hardware in a computer are the keyboard, the monitor, the mouse and the processing unit However, most of a computer's hardware cannot be seen; in other words, it is not an external element of the computer, but rather an internal one, surrounded by the computer's casing. A computer's hardware is comprised of many different parts, but perhaps the most important of these is the motherboard. The motherboard is made up of even more parts that power and control the computer Hardware.

In contrast to software, hardware is a physical entity, while software in a non-physical entity. Hardware and software are interconnected, without software, the hardware of a computer would have no function. However, without the creation of hardware to perform tasks directed by software via the central processing unit (box), software would be useless.

Software
Software, commonly known as programs, consists of all the electronic instructions that tell the hardware how to perform a task. These instructions come from a software developer in the form that will be accepted by the operating system that they are based on. For example, a program that is designed for the windows operating system will only work for that operating system. Compatibility of software will vary as the design of the software and the operating system differ. A software that is designed for Windows XP will experience compatibility issue when running under Windows 2000 or NT.

Software can also be described as a collection of routines, rules and symbolic languages that direct the functioning of the hardware.

Software is capable of performing specific tasks, as opposed to hardware which only perform mechanical tasks what they are mechanically designed for. Practical computer systems divide software systems into three major classes:

System software: Helps run computer hardware and computer system. Computer software includes operating systems, device drivers, diagnostic tools and more.Computer_software

Programming software: Software that assists a programmer in writing computer programs. Computer_software

Application software: Allows users to accomplish one or more tasks. Computer_software

The term "software" is sometimes used in a broader context to describe any electronic media content which embodies expressions of ideas such as film, tapes, records, etc. Software. Software is the electronic instruction that tells the computer to do a task.

Firmware

Firmware is both hardware and software.

It is a computer chip that performs only one function.

Examples are a video card and sound card. Firmware

Can be explained as programming instructions that are stored in a read-only memory and can only be used by connecting them with software.

Used so that processing happens quicker as in video and sound cards.

Input
Whatever goes into the computer. Input can take a variety of forms, from commands you enter from the keyboard to data from another computer or device. A device that feeds data into a computer, such as a keyboard or mouse, is called an input device. Input/output

Output
Anything that comes out of a computer. Output can be display screens, loudspeakers, and printers.

Processing
Processor is the brain of a computer. It's also called the "CPU"(Central processing unit) and it is a microchip.

Storage
Computer data storage is referred to as storage or memory, which can save digital data. Examples are RAM, hard disks or removable memory sticks.

Bit
Bit uses binary digits "0" or "1" which a computer interprets. It's like the dots and dashes in Morse code for a computer. It's also called machine language. Bit

Byte
In computer science a byte is a unit of measurement of information storage, that equals '8 bits', can be used to represent letters and numbers. Byte For example, the number 01000001 is 8 bits long, and represents the letter A.

kB
A kB is a unit of data that equals 1024 bytes. This is because 8 bytes cannot contribute into 1000. Kilobyte

MB
Megabyte is 1024kB squared, 10242Megabyte

GB
A gigabyte is a unit of data storage worth a billion bytes meaning either exactly 1 billion bytes (10243) or approximately 1.07 billion bytes Gigabyte

TB
A terabyte (derived from the prefix tera- and commonly abbreviated TB) is a measurement term for data storage capacity. The value of a terabyte is 10244 and is defined as about one trillion bytes, or 1024 gigabytes. Terabyte

PB
A petabyte is a unit of information or computer storage equal to one quadrillion bytes (10245). Microsoft stores on 900 servers a total of approximately 14 petabytes. Petabyte

Mbps
1,000,000 bits per second (usually used in describing internet download/upload speeds) Bits are transferred, not bytes. Mbps

Gbps
1,000,000 kilobits per second or 1,000,000,000 bits per second.Data_rate_units

title: Introduction to Computers/Introduction


text: User talk:Seasomeor

title: User talk:Seasomeor


text:
User:Arria Belli

I am most active on the French-language Wikipedia, where I am a member of the Arbitration Committee. You can contact me over at my fr:wp talkpage or my meta talkpage in any of the languages on my Babel template.

title: User:Arria Belli


text:
Introduction to Computers/Processor

Course Navigation

Vacuum tube
A vacuum tube is a small glass tube the size of a light-bulb. It was invented in 1907. It was meant to amplify and act like a switch. It facilitated the flow of electrons. The vacuum tube was replaced in computers by the transistor in 1948.

Because a vacuum must be provided in the form of an evacuated enclosure in which the electrons can move without collisions with gas molecules, these devices were originally called vacuum tubes or electron tubes in the US, and thermionic valves in Britain.

Transistor
A transistor is an electrically operated logic gate or switch that alternates between "on" and "off" millions of times per second. May be used in many different digital and analog functions due to its fast response and accuracy. Transistors are made of semiconductor material. Most transistors are made of silicon, and some from germanium Germanium is a chemical element with the symbol Ge and atomic number 32. It is a lustrous, hard-brittle, grayish-white metalloid in the carbon group, chemically similar to its group neighbors silicon and tin. Source Article. There are usually at least three terminals that connect to an electronic circuit. This allows electron flow when turned "on", but not allowing it when it is turned off. Only an electrically charged center will allow electrons to flow. Transistors are used to amplify or switch electronic signals.

Transistor

Integrated circuit
An integrated circuit is a mini electronic circuit which consists of multiple transistors. More transistors close together increased capability and consumed little power. Integrated circuits An integrated circuit or monolithic integrated circuit (also referred to as an IC, a chip, or a microchip) is a set of electronic circuits on one small flat piece (or "chip") of semiconductor material, usually silicon. were invented in 1958.

Integrated circuits contain solid state technology, which is usually silicon. This is due to the technological advancements of integrated circuits which are now created in a single step. The main advantages of integrated circuits were their cost and performance.

Microprocessor

8085 microprocessor is an 8-bit microprocessor with a 40 pin dual in line package. The address and data bus are multiplexed in this processor which helps in providing more control signals. 8085 microprocessor has 1 Non-maskable interrupt and 3 maskable interrupts. It provides serial interfacing with serial input data (SID) and serial output data (SOD).

Binary
Binary numeral system is using two symbols, usually "0" and "1". A binary number can be represented by bits. Binary refers to the system of information transfer through the processor. The binary code occurs in digits of 0 and 1. The processor understands these codes as off and on respectively.

Binary system has two digits 0 and 1. In the computer 0 represented by the electrical current off and 1 by current being on.

Bit - b
A bit is short for binary digit. Each bit can be a 0 or a 1. A computer understands 0's as an electrical circuit that is turned off and 1's as an electrical circuit that is turned on. All information and programs on a computer are represented by these bits.

A bit is the smallest representative value of data.

In the binary system 0 or 1 is called a bit.

The bit is also a unit of measurement, the information capacity of one binary digit. It has the symbol bit, and less formally "b". The unit is also known as the Shannon, with symbol "Sh".

The first known binary numbers were introduced by an Indian mathematician Pingala and it was written in Hindu numbers.

Byte - B
A byte is 8 bits, a number between 0 and 255 (28=256). It is symbolized by a capital B.

These bits are combined in groups to represent numbers, letters, or special characters. Bytes are also used to represent the capacity of the computer's memory, whether in KB or MB. In system programming languages, the byte is one of the basic integral data types.

Kilobyte - kB
Otherwise known as K, KB, Kbyte and kB. A kilobyte is used as computer storage that is equal to 1000 bytes.

In reality a kilobyte equals 1024 bytes. 210 = 1024 bytes.

In older computers, this was a much more common unit of measurement for memory than it is currently.

Megabyte - MB
1MB = 1024 KB

1 MB equals about 500 pages of text.

A KB consists of 1024 bytes, a MB of 1024 KB (GB of 1024 MB, TB of 1024 GB).

Gigabyte - GB
The most common size for RAM nowadays (in 2009) is 1 GB (1024 MB) sticks which is in the main stream pricing range.

Terabyte - TB
1 TB = 1024 GB

Mostly used size in large databases of banking and telecommunication applications, and as of the year 2010 it is now standard in top tier computers.

Extended Binary Coded Decimal Interchange Code - EBCDIC
Extended Binary Coded Decimal Interchange Code (EBCDIC): a binary code used with large computers, such as mainframes. This code uses 8 bits (0's or 1's) for each character and was developed by IBM in 1963 and 1964.

EBCDIC code pages and ASCII-based code pages are incompatible with each other.

It was designed by IBM to extend the Binary-coded decimal. EBCDIC

American Standard Code for Information Interchange - ASCII
Pronounced: "ask-ee". A type of binary code that uses 1 byte (8 bits) for each character. A total of 256 characters. ASCII is the most common code used in microcomputers. ASCII stands for American Standard Code for Information Interchange

It is a "numerical representation of a character" and can be viewed in a table format (view at link)

Text-only files containing no graphics and no formatting such as boldface and italic. ASCII format is used to transfer documents between computers, such as PC and Macintosh. Such files may use the .txt (for text) extension.

Unicode
Unicode is a type of binary coding which uses an exclusive number for every character. It uses up to 4 bytes (currently 21 bits) for each of these characters, instead of the 1 byte per character of EBCDIC. Unicode can handle 2,097,152 (221) character combinations (instead of the 256 characters of ASCII) which means most of the world's written languages can be represented by a single character set.

In text processing, Unicode takes the role of providing a unique code point — a number, not a glyph — for each character. In other words, Unicode represents a character in an abstract way and leaves the visual rendering (size, shape, font or style) to other software, such as a web browser or word processor.

Control unit
As a component of a CPU (Central Processing Unit), the control unit is sometimes known as the "brain within the brain." This is because the control unit regulates the flow of information within a processor. It also manages all the endeavors other units participate in within it. This can be summed up in the saying, "it controls what happens inside the processor, which in turn controls the rest of the PC." The control unit directs electronic signals as well.

The main operation of most CPU's is to complete a sequence of instructions, which are stored, called programs. The programs are represented by a series of numbers that are kept in a computers memory. There are four steps in the operation: fetch, decode, execute and writeback. (Using Information Technology: A practical Introduction to Computers & Communications, p. 208)

ALU

ALU represents Arithmetic Logic Unit In 1945 John von Neumann wrote a report with the ALU concept in it.
 * It is a digital circuit that does arithmetic operations such as addition, subtraction, multiplication and division.
 * The ALU is a big part of the central processing unit(CPU).
 * It also does logical operations such as comparing two pieces of data to see whether one is equal, greater than, or less than (=,>,<).
 * It is the fundamental piece for the CPU, even simple processors have ALU's.

Construction
The die size refers to the physical size of the processor. Manufactures are racing to miniturize consumer electronics to reduce the cost, power consumption and increase CPU efficiency. The 32 nm processor is the next evolution after the 45 nm Pyren Intel CPU.

Toshiba and NEC Electronics will work together on advanced chip manufacturing technologies to help them continue the steady miniaturization of consumer electronics products.

Due to the increasing cost of manufacturing such processing chips, many companies have made joint venture to share the costs of manufacturing. Toshiba and NEC Electronics may make the 32 nm processor a complete joint venture down to the manufacturing.

Multicore
Multicore is a processor which has two or more processors combined onto one piece of silicon. This helps to enhance speed and performance by dividing the work between each processor.

An advantage of having two or more cores is that a computer can perform several tasks simultaneously, rather than having tasks queued in line, however, they will still freeze up under tense or error operation.

Gigahertz
Although not necessarily dealing with computers, it here refers to how many times a set of bits (words) are presented to the processor in a second. The processor receives information in waves. Each of the 32 (or 64 according to the word size) receptacles receive either a zero or a one (electric charge or no charge) in one cycle. Then the next cycle comes with its own set of bits. The rate at which these waves enter into the processor is measured in cycles per second (Hertz or Hz). Computers are so fast these days that it is measured in billions (Giga) of cycles per second (GHz).

Hertz is named after the German physicist Heinrich Rudolf Hertz Heinrich Rudolf Hertz (22 February 1857 – 1 January 1894) was a German physicist who first conclusively proved the existence of the electromagnetic waves predicted by James Clerk Maxwell's equations of electromagnetism. .

Word size
Word size is the numbers of bits processed by the processor in one cycle. Modern PC's had processors with word sizes of 16 bits, then they increased to 32 bits (pentium 25=32), and now 64 bits. When the PC processor has more bits it can transfer the data within each microprocessor quicker than that with a lower amount of bits.

Cache
If the processor is a doctor, and RAM is the big waiting room with everyone in it, cache is like the examining room that you still have to wait in before the doctor arrives.

Cache briefly stores data which the Processor will use soon. This is done so that while working the computer does not have to consistently search through the motherboard, speeding the process up. There are three types of caches. They include level 1, level 2 and level 3.

The first level cache is called the internal cache which is part of the microprocessor chip and contains the least kilobytes of the three, which operates faster even though it has lower capacity. It was the first developed (thus the number), but didn't satisfy our need for the volume of data that we needed to process quickly. So Level 2 cache was developed. It is external cache (separate from the microprocessor), but has more memory (from 64 kB to 2MB). The level 3 cache is also separate from the microprocessor but only in high end computers. The processor which has a higher cache are faster & also costlier.

Moore’s law
In 1965, Gordon E. Moore observed that the number of transistors placed on an affordable integrated circuit were increasing exponentially, doubling approximately every two years. The capability to measure digital electronic devices (such as memory capacity and processing speed) is directly linked to Moore's law. He predicted this rate would continue; the rate was sustained until about 2012 when it began to slow somewhat.

Moore's law is an important part of computer history. The most popular formulation is of the doubling of the number of transistors on integrated circuits every two years. At the end of the 1970s, Moore's Law became known as the limit for the number of transistors on the most complex chips

It includes things other than just the number of transistors, but also processing speed, memory size, and image resolution in digital cameras.

Optical
Optical circuits are circuits using 'light' not electricity.

Optical circuit is one or more circuits made of solid state components. Usually made on a semiconductor or dielectric substrate. It is made up of light sources, optical filters, and photodetectors. It allows a circuit to interact with another while remaining electrically separated from the other.

Simply any optical component within the computer uses light instead of electricity.

Nano
Nanotechnology is described as a field of applied science and technology whose unifying theme is the control of matter on the atomic and molecular scale; normally 1 to 100 nanometers, and the fabrication of devices with critical dimensions that lie within that size range.

One nanometer (nm) is one billionth, or 10-9 of a meter. Nanometer to a meter is the same as that of a marble to the size of the earth.

SETI
We can detect complex radio signals from outer space, but most or all are believed to be created naturally from quasars for example.

SETI (search for extra terrestrial intelligence) is a non profit organization that uses modern computer technology to look for intelligent patterns within the radio signals. It is a search for other lifeforms in our universe.

You can contribute by joining the team and allowing your computer to process data while you're not using it. The data is then returned to the server for further analysis. It is also a favorite tool for "FOLDERS" to contribute their processing power.

Reference
Course Navigation

title: Introduction to Computers/Processor


text:
User:MetaBohemian/Math

Newton's Law of Universal Gravitation
$$F_G = \frac{G m_1 m_2}{r^2}$$

Resolving Forces
$$F_x = F \cos \theta$$

$$F_y = F \sin \theta$$

$$\tan \theta = \frac{\Delta y}{\Delta x} \to \theta = \tan^{-1} \frac{\Delta y}{\Delta x}$$

Pythagorean Theorem (Distance Formula)
$$r^2 = (\Delta x)^2 + (\Delta y)^2$$

title: User:MetaBohemian/Math


text:
File:FrameForge 3D Studio Sample.png

Used with the WikiU Film School Lesson on Lesson:3D Storyboard.

title: File:FrameForge 3D Studio Sample.png


text:
User:JWSchmidt/Blog/11 May 2007

One of the first things that happened at Wikiversity was that the Main Page was redirected to Main Page. The idea was that a main page such as exists at Wikipedia is really a page about the project, so it should be in the "Wikiversity:" namespace. Recently, User:CQ suggested that new visitors to Wikiversity should go to Main Page, a page in the main namespace. The main namespace is for learning resources.

Namespaces
According to Namespaces, the "Help:" namespace is for, "instructions about how to edit Wikiversity webpages and participate within the Wikiversity community". When I wrote that, I was in the middle of a major effort to create portals for main namespace content and I was not thinking much about the "Help:" namespace. The earlier wording had been copied from Wikipedia and mentioned the fact that help pages for Wikimedia projects had originated in the "Wikipedia:" namespace and at the Meta wiki. I like the idea of having some core help pages at Meta for MediaWiki features that are common to all the sister projects. There should be a way to transclude such pages from Meta to Wikiversity.

Help vs Project
Wikipedia still has "help pages" (linked to from w:Help:Contents) that originated in the "Wikipedia:" namespace before the "Help:" namespace was invented. It is fun to look back at the origin of Wikipedia:Contributing to Wikipedia and compare it to the current page and Contributing to Wikiversity.

The Help:Editing page at Wikipedia goes back to June 2004 when it originated as a redirect to Wikipedia:How to edit a page. There are still pages at Meta, in the Wikipedia "Help:" namespace and in the "Wikipedia:" namespace that provide help for wiki webpage editing.

Which namespace for help at Wikiversity?
Wikiversity started with the advantage of having a "Help:" namespace from the start, so we have less duplication of help page content between the "Help:" namespace and the "Wikiversity:" namespace. Another form of help that has started to become more common are tutorials, wiki pages that have some obvious effort put into them in an attempt to create a user-friendly learning resource for wiki participants. In the case of Wikiversity, a wiki page that is designed as a learning resource can go into the main namespace, providing us with an option not available at Wikipedia.

I've started putting some "help pages" for learning about Wikiversity into the main namespace (Introduction to Wikiversity, Intermediate Wikiversity, Wikiversity (the rest of the story), 8:00 class). My intention is that these be learning projects where Wikiversity participants feel free to edit and explore just as they would at any other main namespace page. I started down this road very early by making pages such as Wiki. Rather than have an article about wiki in the "Wikiversity:" or "Help:" namespace I created a learning project about wiki.

Wiki 101
I originally thought of Wiki 101 as the first learning project that most visitors to Wikiversity would participate in (note: the page was created at the Meta wiki before the Wikiversity website was launched). I keep returning to the idea that new visitors to Wikiversity should be channeled into a learning project where they learn what a wiki is and then they are forced to edit. My belief is that most visitors to Wikiversity never think about hitting the edit button. If we forced them to edit, would more visitors realize that they are invited to edit and that Wikiversity exists as a website where they can learn by editing?

title: User:JWSchmidt/Blog/11 May 2007


text: Template:Ear training

title: Template:Ear training


text:
User:Jean-Loup

My interests and past experiences are: I am fascinated by the idea of a community of learners in this area and want to be part of it. I see myself working from the bottom up: helping develop subjects, the most basic first, like essential OO concepts and object-oriented C++ programming, then, if it works out, moving to higher abstractions. I do not see myself as an organiser. I can contribute happily to one or two little corners of the maze that is School of CS now and let others straighten up that mess. As I am bi-lingual, I am likely to contribute to related courses in the French and English schools of CS by writing in both languages, and passing (and translating) the best ideas across both ways; a cheap way of multiplying my contribution.
 * Object-oriented software development
 * OO design, Design Patterns
 * Programming with Java, C++
 * Natural Language Understanding
 * Programming and OO design education (specific pedagogy)

My home page in the French section is here

Contribution plan
Some charateristics of Wikiversity can be very useful for the teaching/learning of software development. I present a strategy that makes use of these assets, see Learning to program at Wikiversity.

I propose using that strategy in a beginner-level course on object-oriented development with C++ on the French and English language wikiversities. The course will follow an unusual format, relying foremost on programming practice supported by solid theoretical presentation of structured programming, object-orientation and the software development process.

We are neither Wikipedia, nor Wikibooks. The learning unit is not a chapter. A book can present a linear progression, and it may help up to a point. Learning, and therefore courses, although being progressive cannot be totally linear. The course will be divided into modules, and the separation between modules will be imperfect.

Each module has 4 sections

 * 1) An example: A complete and functional program.
 * 2) A theoretical explanation of the example: A page that uses many internet references to explain the essential parts of the program. It presents the underlying theory and supports it with other examples in the shape of code fragments.
 * 3) Discussion of the example: Author and other participants discuss the merits, the deficiencies and possible improvements, get deeper into the theoretical aspects, ask questions and help each other.
 * 4) extension and other examples: Some participants publish other examples of the same vein. These examples are also supported by a textual explanation and a discussion page.

fr:Utilisateur:Jean-Loup

title: User:Jean-Loup


text: User talk:Jean-Loup

title: User talk:Jean-Loup


text:
Template talk:Welcome/old

Too much information?
I wonder if this template is too big? --HappyCamper 02:34, 12 May 2007 (UTC)
 * I think it needs an update. --JWSchmidt 02:43, 12 May 2007 (UTC)
 * Me too. Maybe we can slowly prune some things? --HappyCamper 02:59, 12 May 2007 (UTC)
 * Template:Welcome/new <-- try new ideas here. --JWSchmidt 03:20, 12 May 2007 (UTC)
 * Count me in. :-) Cormaggio talk 16:44, 12 May 2007 (UTC)

Updates
OK, being bold, I have moved what used to be the initial welcome template on Wikiversity to this location. Details at Template:Welcome. --HappyCamper 03:06, 12 June 2007 (UTC)

 * Good move - I see a lot of people actually deleting the old template from their talk pages - let's see if this one gets deleted as much... Cormaggio talk 21:01, 12 June 2007 (UTC)

title: Template talk:Welcome/old


text:
Template:Welcome

Usage
Type  on the user's discussion page. No signature is required; it will be placed automatically.

Welcome
 Hello and Welcome to Wikiversity ! You can contact us with questions at the colloquium or me personally  me personally when you need help. Please remember to sign and date your finished comments when participating in discussions. The signature icon above the edit window makes it simple. All users are expected to abide by our Privacy, Civility, and the Terms of Use policies while at Wikiversity.

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.
 * Explore Wikiversity with the links to your left.

 * 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.

You do not need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --

de:Vorlage:Willkommen el:Πρότυπο:Καλωσόρισμα es:Plantilla:Bienvenido usuario fr:Modèle:Bienvenue it:Template:Benvenuto

title: Template:Welcome


text:
Template talk:Welcome

Old welcome
See also: Template talk:Welcome/old. --JWSchmidt 03:21, 12 May 2007 (UTC)
 * And also template:welcome/Unstable.Hillgentleman|Talk 11:43, 17 May 2007 (UTC)

 * I don't see the point of a duplicate sandbox unless and until there are two divergent ideas of how to sandbox this template. delete number 2. Cormaggio talk 13:46, 17 May 2007 (UTC)

Simplifying and focusing
I like the initiative to get rid of the html for now, and focus on the links. Once we have an acceptable number of links, then we can perhaps work on a nice formatting (and I would again advocate keeping it basic, and avoid the mountain of code that currently gets added to people's talk pages.

It firstly seems to me that linking to Cite sources Verifiability, NPOV and Scholarly ethics is slight overkill - perhaps linking to one of these would be enough, and then place this page (perhaps Scholarly ethics?) within a context of a few other key policies. I think "research guidelines" is unnecesary - unless the person shows an interest in research, and this can be added later. Help desk is repeated twice (and replicated in Questions, and should really be linked from the Colloquium). I then think that the headings could be removed or reduced - for example, I've never liked the labelling of the Colloquium as "getting technical", as the Colloquium should be a place anyone can ask questions or make comments about Wikiversity - from the absolute newbie to the "veteran" (if anyone can be so named).

The main thing this is missing is a way for people to understand learning in Wikiversity, and how to use Wikiversity for their own learning. Portal:Education/Wikiversity model is a good start (if a bit wordy) - perhaps we can make a user-friendly introduction to "learning by doing"? We also don't have a link to Browse - this could be useful. What else could be useful? What does a newbie need to get up to speed with Wikiversity as quickly as they can? Cormaggio talk 22:14, 21 May 2007 (UTC)

If we had a Main Page that provided newbies with what they need then the welcome template could really become a welcome template rather than a repair kit for the failings of the main page. --JWSchmidt 01:03, 22 May 2007 (UTC)
 * There are different kinds of "newbies" and the Main Page should provide them with links to what they need. We should not be using the welcome template to provide what the Main Page should provide. I have been working towards a small set of "newbie tracks":
 * 1) new to wiki
 * 2) experienced with wiki but new to Wikiversity
 * 3) browse track
 * 4) track for teachers who want to use Wikiversity to host a classroom project
 * 5) "heavy duty" content development track

 * Good points. :-) A welcome template should not be making up for the Main Page's deficiencies, but have an emphasis on enculturation within Wikiversity, ie becoming part of the community and being motivated to explore and/or participate. However, I think it will still need to include some basic info on navigating and editing - which can be ignored if the user is already wiki-literate. Cormaggio talk 10:11, 22 May 2007 (UTC)

 * Is it assumed that a registered user knows how to browse and to obtain information? On wikipedia one can get away with entering almost any word into the search box and it would work.  Not so here.  I added "navigation".Hillgentleman|Talk

What are the essentials?
I think the trick here is to go for something simple and direct, and not overwhelm the newcomer too much. Some ideas:
 * A welcome message should come across as sincere, warm, and friendly.
 * A welcome message should provide links for newcomers to help themselves easily, and have access to help easily
 * A welcome message should be nurturing - it should encourage participation in, and generation of content
 * A welcome message should be short - it is not supposed to express all the nuances that a Wiki should have
 * ... --HappyCamper 03:13, 27 May 2007 (UTC)

 * I heartily second all of that. :-) Cormaggio talk 09:00, 29 May 2007 (UTC)

Taking shape
OK, I think this new welcome template is taking shape. Comments? Suggestions? --HappyCamper 02:04, 30 May 2007 (UTC)

 * It's looking good! I wonder if there should be a link to Introduction? I also wonder why we are telling people they can "ask the support staff", when it's more of a distributed task (cf. Questions, as linked below). I also think there should be more clear emphasis or guidance on how to get involved - I'm trying to think of a good single link for that... (does it exist?) Cormaggio talk 19:42, 30 May 2007 (UTC)

 * What if we just replaced that "ask the support staff line" with the "where to ask questions" links? Take a look...hmm...I just tried using the template. I think it's good, but something feels missing from it still. --HappyCamper 00:53, 31 May 2007 (UTC)
 * I've made one or two changes. I think what's missing is a single page which details how to get involved - this page should explian all of the ways that people can add to existing pages, upload their own work, and use Wikiversity to learn collaboratively. I made a start on the first parts of this at Adding content, but I think one single page (or perhaps tutorial) on getting involved would be better. Cormaggio talk 20:59, 31 May 2007 (UTC)
 * I like that change re: policies - very, very nice! Other than that getting involved page, do you think this is ready for use? --HappyCamper 00:00, 1 June 2007 (UTC)
 * I think it's pretty much ready, but could be significantly improved by developing the getting involved page, and of course some better main page design.. :-) Cormaggio talk 16:12, 2 June 2007 (UTC)
 * Will this have the table formatting similar to welcome? I like the simplification. Nice work! -- CQ 16:53, 2 June 2007 (UTC)
 * I kinda prefer the simplified structure - it certainly cuts down on that sea of code that people are currently faced with when they go to edit their talk page after the welcome template has been added... Cormaggio talk 16:59, 2 June 2007 (UTC)
 * Let's experiment. I split the bullets into 2 columns. How does it look? If it looks ready for use, I think the next project to work on is the main page. Maybe we should point out the links to the left, and encourage people to click on them. --HappyCamper 17:05, 2 June 2007 (UTC)
 * Personally, I reckon we should implement this as the default welcome message, and then tweak it and other related pages as we go. Thanks for all the work - especially HappyCamper! Cormaggio talk 21:43, 7 June 2007 (UTC)
 * I'm using this template sporadically. I'd like to add colors to it, but perhaps simple is best. I think I might move on to the main page. --HappyCamper 18:11, 8 June 2007 (UTC)

Got one on my user discussion page
I got something like this put on my user discussion page and I'm here to tell you it is IMPRESSIVE. Boy did I feel welcome! Thanks so much.Harriska2 22:14, 4 June 2007 (UTC)
 * Me too. I've seen the old one on the pages of other users & I'm glad I got the new one instead—short & sweet ... and best of all, looks as if someone might just have written it.  Nice work.  Jimp 02:19, 18 June 2007 (UTC)

template problem
The code for having this template include the message, " This welcome message was added by placing on the user page. " was creating a problem. It was generating "WARNING: template loop detected" and adding "on the user page. -->" to the talk page when used by substitution. I fixed the problem, but my fix is a hack. --JWSchmidt 18:47, 18 August 2007 (UTC)
 * I'm a little surprised this loop thing happens - anyway, I've reverted the changes. I think I might file a bug report. --HappyCamper 19:32, 18 August 2007 (UTC)
 * The template expansion does take place during substitution even if you put < ! -- ---> around it. The same is true for the < / p r e> tags.  If you really want to write  on a page, you would need something like template:subst to get it correct, eg with the wikitext  .  Anyhow, I have removed the comment, because, if the user understands it, she doesn't really need much of the welcome message.Hillgentleman|Talk 19:41, 20 September 2007 (UTC)
 * This peculiarity or feature of the mediawiki has gone with the old preprocessor. Hillgentleman|Talk 01:02, 3 May 2008 (UTC)

the basics
The basic wiki-mark-up's are == ==,,   and indentations *,:,#. I propose that the welcome template include at least one of each. Put the first line (greeting) in the section header. Hillgentleman|Talk 00:46, 19 September 2007 (UTC)

Smiley
I've got mixed feelings about the new box / smiley. Perhaps we could have a parameter to switch smiley on/off? -- Jtneill - Talk 02:10, 5 May 2008 (UTC)
 * I find the smiley + box a change to the normal wiki-style (or I just got used too much to it) - brings new colorful life wiki-life. Well, what a newcomer thinks about it we should also find out. Let's make a survey :-) Why not also make a copy from the old one also for usage - and perhaps make it dependent on a random function and when using the template we also get a surprise each time which of it gets selected :-)
 * btw: what are the mixed feelings about ? Erkan Yilmaz uses the Wikiversity:Chat (try) 20:18, 5 May 2008 (UTC)
 * I kept the version before McCormack at template:welcome/plain.
 * Jtneill, Yes, it can be done. At the appropriate place, replace the relevant wikidcode for the smiley and the frame by: off.
 * Erkan, Yes, it can be done. Instead of the above, use something like 0
 * Each is good in its own way. Personally, I believe that the welcome message itself is often the first example for new-comers, wherefrom they learn their first set of wiki-syntax rules.  Therefore I favour simplicity. It also partly explains why we had the three fundamental markups == ==,, * appearing in the welcome message. Hillgentleman|Talk 21:14, 5 May 2008 (UTC)
 * Good arguments and tips. Perhaps in the new (and perhaps more complex appearing wiki syntax for a newcomer) welcome msg there could be made invisible comments which can help the newcomer when viewing the source code to adapt it ? Erkan Yilmaz uses the Wikiversity:Chat (try) 21:30, 5 May 2008 (UTC)
 * A little bit perhaps. The template is just a wikified welcome message; it can be a good first example (for a good wiki-style) but it shouldn't be a wikitext tutorial - that could be more confusing.  Hillgentleman|Talk 21:47, 5 May 2008 (UTC)
 * Just reading User:Jtneill's comment about the smiley. Yes - it is rather big and bold, isn't it? I increased the icon size until I was scared, and then added a bit more for good measure. Most newcomers never stay at WV for long, disappearing within a few hours for good. So my thinking was "seek attention", however much it scares you. But sure, lots of different versions to suit everyone's tastes. How about a version which changes colour every day? --McCormack 03:41, 6 May 2008 (UTC)
 * We could boost the shock value by having the Welcome messages signed randomly by one of the users in Mascot contest. -- Jtneill - Talk 03:58, 6 May 2008 (UTC)
 * Eyes right. --McCormack 04:06, 6 May 2008 (UTC) [[Image:Smiley green alien droling.svg|64px|thumb|right|McCormack's favourite.]]
 * Maybe if interested we can play with Template:Random mascot. -- Jtneill - Talk 04:16, 6 May 2008 (UTC)
 * Nice, I wish I would have welcomed like this back then :-) Erkan Yilmaz uses the Wikiversity:Chat (try) 15:48, 6 May 2008 (UTC)

mentioning the sandbox
Notice that the sandbox is linked from the very top of help:editing, which was linked from the very first bullet (take a guided tour and learn to edit) in the welcoming message. The direct link to the sandbox may be useful, but it may not be useful enough (experienced editors know it already; newcomers may not know how to edit at all, and had better follow the advice and go to help:editing). Hillgentleman|Talk 04:27, 6 May 2008 (UTC)
 * Feel free to remove the Sandbox link. I just got the feeling that some of the unwanted page creations are good faith edits by newcomers looking for somewhere to play. The Sandbox isn't really that user-friendly... So, what about a direct link to something like edit my user page? -- Jtneill - Talk 04:33, 6 May 2008 (UTC)

Updates
I updated this a bit today. --McCormack 15:43, 4 July 2008 (UTC)

Signature Icon
Please changing the signature icon with new version. Namely: replace with .--Mehdi 09:52, 8 September 2011 (UTC)
 * Thanks for catching that. --HappyCamper 20:21, 19 November 2011 (UTC)

 * Can you change the file as Insert-signature.png]] to [[File:Insert-signature.png as it is in most Wikipedia templates. --Extra999 05:55, 9 February 2012 (UTC)

title: Template talk:Welcome


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User talk:JWSchmidt/Blog/11 May 2007

"Forcing to edit"
I remember seeing this phrasing somewhere when I first found Wikiversity, perhaps on the page you reference. With all due respect for the good intentions of helping "visitors realize that they are invited to edit", for myself, and perhaps to others, just the word "force" creates a negative reaction in my gut. Wikipedia is a nonprofit and all contributions collaborators make are essentially volunteer actions. It seems no one should be "forced" into anything. Ideally, it seems to me that the mission of the Wikimedia foundation is so lofty, and so worthwhile that contributing should be a natural desire for people due to the long term societal effects of having knowledge open and freely available. However, to actually convey the nature of wikis and the Wikimedia foundation to new users so that they can fully appreciate that they are invited to participate in a worthwhile endeavor seems to be of utmost important. After all, having active participants will ensure the success of the foundation and its mission. But is there another way to do it besides "force"? Maybe... Persuade? Inform? Entice? --Remi 06:24, 12 May 2007 (UTC)

title: User talk:JWSchmidt/Blog/11 May 2007


text: Category:Aquaculture

title: Category:Aquaculture


text: Category:Occupations

title: Category:Occupations


text: Category:Optics

title: Category:Optics


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Wikiversity:Grants and fundraising/Wikiversity Grant proposals

Link to any subpages this page might have

There has been talk here at Wikiversity about finding and using grant money to enhance the learning experience and knowledge acquisition of humans. This page is for grant proposals. Please be bold in your proposals.

Once the community agrees on an idea and consensus is reached, presumably we will all have the motivation and drive to make it work.

Ideally, grants that will actually be pursued should be:
 * Realistic (so they happen)
 * Agreed upon (consensus)
 * Useful (in conformity with Wikiversity's and Wikimedia's missions)
 * Interesting
 * Novel

Proposals
You can put there here or create subpages with links to those pages from here.
 * $2 Million Digital Media and Learning Competition


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Animal Husbandry

Animal science is the agricultural practice of breeding and raising livestock. As such, it is a vital skill for farmers and, in some countries, a form of art. Other countries have strict laws on the qualifications needed to treat animals and ensure that scientific methods are used to care for them.

The science of animal husbandry, called animal science, is taught in many universities and colleges around the world. Students of animal science may pursue degrees in veterinary medicine following graduation, or go on to pursue master's degrees or doctorates in disciplines such as nutrition, genetics, and breeding, or reproductive physiology. Graduates of these programs may be found working in the veterinary and human pharmaceutical industries, the livestock and pet supply and feed industries, or in academia.

The specialisations in animal husbandry include the following

A. Genetics and Biodiversity.

This specialisation focuses on the genetic improvement of various animal species in relation to their environment, by integrating quantitative, biological and molecular approaches.

B. Nutrition and Metabolism.

This specialisation aims to understand the relation between nutritional demands, diet formulation, digestion and metabolism in animals, and their responses in terms of growth, production and waste.

C. Global and Sustainable Production.

This specialisation combines knowledge from different disciplines (such as animal sciences, economics and social sciences) to study the development of sustainable animal systems across the world.

D. Adaptation, Health and Behaviour.

This specialisation studies the effects of the direct environment on physiological responses of individual animals and groups of animals, and what these responses mean for animal health and welfare.

E. Molecule, Cell and Organ Functioning.

This is a fundamental specialisation looking into mechanisms and processes at all levels of physiology: from molecules to organs to whole animals.

Role of Animal Husbandry in Human Welfare.

Animal husbandry is beneficial to human beings in the following ways:

Dairy Products
Animals such as cows, goats, sheep, etc. are the major source of milk and milk products such as yoghurt, cheese, butter, etc.

Meat
Animals such as cows, buffaloes, pigs, and goats are reared for their meat. Their meat is a rich source of dietary protein.

Land Management
The livestock is sometimes grazed to control the growth of weeds on agricultural land. The dry shrubs in the areas that are prone to wildfire are eaten by goat and sheep, which reduces the risk of fire.

Manure
The excreta, blood and bones of animals are used as manure. The manure is spread on the fields to increase the crop yields and crop production. It is also used as fuel for fires and as plaster for walls and floor.

Labour
Animals are a source of non-human labour. They are used for ploughing fields, transporting goods and military functions. For ag., horses, yaks and donkeys are used for such purposes.

Animals such as cows, goats, sheep, etc. are the major source of milk and milk products such as yoghurt, cheese, butter, etc.

Meat
Animals such as cows, buffaloes, pigs, and goats are reared for their meat. Their meat is a rich source of dietary protein.

Advantage of Animal Husbandry.

1. Animal husbandry helps us in providing proper feed, proper shelter and protection against diseases to the domestic animals. Thus, animal husbandry helps in proper management of the domestic animals.

2. Animal husbandry helps us in developing high yielding breeds of various [https://www.nationalgeographic.com/animals/reference/domesticated-animals/#:~:text=Domestic%20animals%20such%20as%20dogs,generations%20to%20live%20alongside%20humans. domestic animals] through cross breeding. Thus, animal husbandry increases the availability of various food products such as milk, eggs and meat, which are obtained from domestic animals.

3. Animal husbandry helps in raising the living standard of farmers. As a result of higher production of animal products, the income of farmers increases.

Readings

 * Husbandry
 * Poultry farming

title: Animal Husbandry


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Forestry

Forestry is the art, science, and practice of studying and managing forests and plantations, and related natural resources. Silviculture, a related science, involves the growing and tending of trees and forests. Modern forestry generally concerns itself with: assisting forests to provide timber as raw material for wood products; wildlife habitat; natural water quality regulation; recreation; landscape and community protection; employment; aesthetically appealing landscapes; and a 'sink' for atmospheric carbon dioxide. A practitioner of forestry is known as a forester. Often found assisting foresters are forest technicians, GIS specialists, and engineers.

This resource is for organizing the development of Forestry content on Wikiversity. If you are knowledgeable in any area Forestry, feel free to improve upon what you see, we would greatly appreciate your contributions.

Forests
A forest is an area of land dominated by trees. Hundreds of definitions of forest are used throughout the world, incorporating factors such as tree density, tree height, land use, legal standing, and ecological function. The United Nations' Food and Agriculture Organization defines a forest as, "Land spanning more than 0.5 ha with trees higher than 5 m and a canopy cover of more than 10 percent, or trees able to reach these thresholds in situ. It does not include land that is predominantly under agricultural or urban use." Using this definition, Global Forest Resources Assessment 2020 (FRA 2020) found that forests covered 4.06 e9ha, or approximately 31 percent of the world's land area in 2020.

Forests are the predominant terrestrial ecosystem of Earth, and are distributed around the globe. More than half of the world's forests are found in only five countries (Brazil, Canada, China, the Russian Federation, and the United States of America). The largest share of forests (45 percent) are in the tropical latitudes, followed by those in the subarctic climate (boreal), temperate rainforest, and subtropic domains.

Forests account for 75% of the gross primary production of the Earth's biosphere, and contain 80% of the Earth's plant biomass. Net primary production is estimated at 21.9 gigatonnes of carbon biomass per year for tropical forests, 8.1 for temperate forests, and 2.6 for boreal forests.

Theoretical forestry
Def. the "art, practice and science of planting and growing trees in forests" is called forestry.

Ecosystems
Forest ecosystems have come to be seen as one of the most important components of the biosphere, and forestry has emerged as a vital field of science, applied art, and technology.

The study of forestry usually consists of many of the following areas:
 * Forest Ecology
 * Soil Science
 * Meteorology and Climatology
 * Forest Entomology and Diseases
 * Wildfire Management
 * Forest Inventory and Timber Scaling
 * Silviculture and Silvics
 * Forest Operations and Harvesting
 * Wood Products
 * Hydrology
 * Wildlife Managment
 * Range and Recreation Management
 * Urban Forestry
 * Road Engineering
 * Law and Communication

Wollemia nobilis
"Desperate efforts by firefighters on the ground and in the air have saved the only known natural grove of the world-famous Wollemi pines from destruction during the record-breaking bushfires in NSW."

"The rescue mission involved water-bombing aircraft and large air tankers dropping fire retardant. Helicopters also winched specialist firefighters into the remote gorge to set up an irrigation system to increase the moisture content of the ground fuels to slow the advance of any fire."

"Wollemi National Park is the only place in the world where these trees are found in the wild and, with less than 200 left, we knew we needed to do everything we could to save them."

"Fossil evidence indicates that the trees existed between 200 and 100 million years ago and were once present across the whole of Australia."

Sequoioideae
The three redwood subfamily genera are Sequoia from coastal California and Oregon, Sequoiadendron from California's Sierra Nevada, and Metasequoia in China. The redwood species contains the largest and tallest trees in the world. These trees can live for thousands of years. Threats include: logging, fire suppression, climate change, illegal marijuana cultivation, and burl poaching.

Only two of the genera, Sequoia and Sequoiadendron, are known for massive trees. Trees of Metasequoia, from the single living species Metasequoia glyptostroboides, are much smaller.

Fagus sylvatica
The forest is part of the scattered remains of the ancient Silva Carbonaria or Charcoal Forest. The first mention of the Sonian Forest (Soniaca Silva) dates from the early Middle Ages. Then the forest south of Brussels was crossed by the river Zenne/Senne and extended as far as Hainaut, covering most of the high ground between the Zenne and the Dijle. The ninth-century vita of Saint Foillan mentions "the forest, next to the abbey of Saint Gertrude, called the Sonesian" In the sixteenth century it was still seven leagues in circumference. At the start of the 19th century the area of the wood was still about 100 square kilometres, but due to wood cutting its area diminished to its current area of 44.21 km².

The Forest extended in the Middle Ages over the southern part of the Duchy of Brabant up to the walls of Brussels and is mentioned, under the name of Ardennes, in Byron's Childe Harold: "And Ardennes waves above them her green leaves", beginning as the soldiers assemble who are soon to die at Waterloo. Byron was inspired by his visit to the site of the Battle of Waterloo in 1816; his note to this line: "The wood of Soignies is supposed to be a remnant of the forest of Ardennes, famous in [Matteo Maria] Boiardo's [Orlando Innamorato] Orlando and immortal in Shakespeare's 'As You Like It'.... I have ventured to adopt the name connected with nobler associations than those of mere slaughter." Originally it was part of the Forest of Ardennes, the Romans' Arduenna Silva, and even at the time of the French Revolution it was very extensive. A major blow towards its nineteenth-century contraction was struck when Napoleon Bonaparte ordered 22,000 oaks to be cut down in it to build the Boulogne flotilla intended for the invasion of England. King William I of the Netherlands continued to harvest the woods, and from 29000 acre in 1820 the forest was reduced to 11,200 in 1830. Rights to a considerable portion of the forest in the neighbourhood of Waterloo was assigned in 1815 to the Arthur Wellesley, 1st Duke of Wellington, who is the Prince of Waterloo in the Dutch nobility, and to the holder of the title as long as it endured; the present duke receives the equivalent of about $140,000 from his Belgian properties. "He has the rights to 2600 acre of forest near the battlefield for as long as the dukedom does not become extinct and owns sixty acres outright." This portion of the forest was only converted into farms in the time of the second duke. The Bois de la Cambre (456 acres) on the outskirts of Brussels was formed out of the forest in 1861. In 1911 the forest still stretched to Tervuren, Groenendaal, and Argenteuil close to Mont-Saint-Jean, Belgium, and Waterloo.

Formerly the forest held the Abbey of Saint Foillan not far from Nivelles. The forest served for a long period as an exclusive hunting ground for the nobility, but today is open to the general public.

Niepołomice Forest
Since the 13th century, the Niepołomice Forest in Poland has had special use and protection.

The Niepołomice Forest is a large forest complex in the western part of the Sandomierz Basin, about 20 km east of Kraków (center). It is made up of a few protected areas which used to constitute a single virgin forest originally. The Niepołomice Forest occupies an area between Vistula and Raba rivers. The main complex covers about 110 km2. It is situated between the towns of Niepołomice, Baczków, Krzyżanowice, Krzyżanowice and Mikluszowice.

Conifer forests
Conifers are a group of cone-bearing spermatophytes (seed plants), a subset of gymnosperms that make up the phylum Pinophyta, also known as Coniferophyta or Coniferae which contains a single extant class, Pinopsida. All extant conifers are perennial woody plants with secondary growth. The great majority are trees.

Although the total number of species is relatively small, conifers are the dominant plants over large areas of land, most notably the taiga of the Northern Hemisphere.

While tropical rainforests have more biodiversity and turnover, the immense conifer forests of the world represent the largest terrestrial carbon sink. Conifers are of great economic value for softwood lumber and paper production.

Continuous cover forestry
"Continuous cover forestry (CCF) is not a new idea in forest management but there has been renewed interest in it for the potential it has to meet the sustainability requirements which are part of the Rio/Helsinki process and certification. Broadly speaking CCF includes those silvicultural systems which involve continuous and uninterrupted maintenance of forest cover and which avoid clearcutting."

Learning projects and learning resources
Learning materials and learning projects can be used by multiple departments. Please cooperate with other departments that use the same learning resource.

Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing.

Also, select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by code. Code numbers are optional, however.

 * See: Wikiversity learning model.
 * See: Learning projects
 * See: Hunter-gatherers project
 * See: Learning to learn a wiki way
 * See: Naming conventions

Resources

 * Search for Forestry at Wikiversity
 * Forestry
 * Silviculture lab at Udub
 * Silviculture at Missouri

Department news

 * May 12, 2007 - Department founded!

title: Forestry


text: Category:Forestry

title: Category:Forestry


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Template:Contact your instructor: Film scoring

Contact your instructor

 * Your instructor for this film scoring class is Robert Elliott.

 * You can email me by @undefined. [[Image:Crystal Clear app xfmail.png|32px]]


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Talk:Dutch Language/Introduction

Audio
Wouldn't it be better to add some audio fragments, pronunciations? I'd be willing to record and post them, if someone can tell me how to do it. Herrific, 9 December 2008

Error
"Hebben" is not a regular verb, and should not be presented as such, the English verb forms are also different from the Dutch and should not be confused. Gijsstrider 09:53, 12 May 2007 (UTC)
 * What's an example of a regular verb to replace it? --HappyCamper 10:06, 14 May 2007 (UTC)
 * Well, we could use "leren" (to learn) Gijsstrider 12:53, 24 May 2007 (UTC)
 * Could use "drinken" or "denken" whose presents are regular - when conjugating "leren" changes because of spelling rules and subsequently makes an introduction to verbs harder... SmokyMonster, 17 June 2008

Hun/hen
The primary personal pronoun form for "them" is "hen", not "hun". Although "hun" is more and more used instead of "hen", originally "hun" is a possesive adjective. Maybe "hun" does not have to be deleted from the table, since it is used as a personal pronoun in daily life, but I will add "hen" to complete the table.

=I want to learn and help= Hello. I am a Wikiversity (in portuguese) collaborator. I want to help building this Dutch course, but I don´t speak any Dutch... I guess I will have to be extra bold. It would be good to include some example sentences. I hope some Dutch speaker is involved in this course at the moment. If you want to learn portuguese I will be helping the Introduction to Portuguese course. Best regards, Ricardoramalho 23:35, 8 March 2009 (UTC)

title: Talk:Dutch Language/Introduction


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Klingon/Irregular nouns

Irregular nouns
There are a handful of irregular nouns in Klingon.

Irregular plurals
These nouns have plurals that are not formed by adding a plural suffix (-Du', -mey or -pu'). Adding -mey gives a meaning scattered about or all over the place. The plural form of these nouns take a singular prefix such as yI-.

Plural nouns
These noun exist in the plural only, and have no known singular. When used in a sentence, the verb prefix referring to the noun must also be singular, such as yI-. (However, a Klingon noun without a plural suffix can be used as a plural, in which case it may be that the normal plural forms exist for some of these nouns.)

* There is no canon to back up these assumptions. The *cha in lolSeHcha and 'eDSeHcha may have nothing to do with torpedoes (just as the word "does" (meaning 'female deer, plural') has nothing to do with "torpedoes" even though they contain the same sound).

Topic:Klingon

title: Klingon/Irregular nouns


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User:SBJ

Yet another alternate account for User:SB_Johnny, to be used for the bloom clock and custom templates.

title: User:SBJ


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Wikiversity:Adding content tutorial

Welcome to the adding content tutorial! In this tutorial we will find out how to add content you have already created, or how to add to existing content on Wikiversity. We recommend you open up a new window to try out the activities in this tutorial, so that you can always refer back to this page if you get stuck. For the tutorial on editing Wikiversity, see Introduction

Creating a new page in Wikiversity
Every resource (or, if you like, "learning object") in Wikiversity is on a unique page, with a unique page title. For example, a page named "Electronic Engineering" is different from "Electronic engineering". (Spot the difference!)

Before creating a new page, check that there is no other page in Wikiversity that you could add to. You can do this through the search function.

You can create a page simply by making a link to it - that's all you have to do! Think carefully about what you want to call it, and when you have a pagename that you are happy with, go to a page you want to link it from, edit that page, put it in double brackets like this, and save the page. (Note to self and anyone interested: this seems quite complicated to ask the complete newbie to do. We need a "start this page" box.)

Boilerplates? (Needs to be as user-friendly and broadly-applicable as possible.)

Formatting
You might have already written a long text and you simply want to copy and paste it into Wikiversity. That's fine (provided it's free content of course!) However, text formatted in another word processor (eg. MS Word) will not be similarly formatted for wiki. You might need to add some spacings between paragraphs, make headings, and mark text as bold or italic.

Quick basics:
 * To make a heading, put the text between double equals signs: ==like this==
 * To make text bold, put the text between triple apostrophes: like this
 * To make text italic, put text between double apostrophes: like this
 * To make a bulleted list: put a star (*) before each bulleted point:
 * like
 * this

For more detailed help with formatting text, including how to create tables, see Help:Editing

Categorising
In order to make your page(s) more accessible to other people, it's a good idea to categorise them. (Help:Category)

In short
 * find matching categories
 * look at similar pages and learning activities
 * search through categories
 * for each category add the following line to your page
 * Category:Category name

Also, try to find an organiser page (like School, Topic) that your resource fits into. (Browse)

Uploading files
You may want to upload a file. Use the upload file link in the left-hand sidebar.

This could include a PDF version of a paper you have written, presentation slides, a picture to illustrate some text. Please note that content on Wikiversity must be "free" or "open" content, released under a license such as the GFDL (see Copyrights)

Also, some filetypes are not able to be uploaded - that is why, for example, Wikiversity uses the "ogg" format instead of "mp3".

For more information (including policies and guidelines) on uploading files, see Uploading files.

title: Wikiversity:Adding content tutorial


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Category:Wikiversity tutorials

Tutorials about Wikiversity

title: Category:Wikiversity tutorials


text: File:Search.jpg

title: File:Search.jpg


text: User talk:Fluffysockmonster

title: User talk:Fluffysockmonster


text: File:Editing options.png

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Wikiversity talk:Adding content tutorial

Would this page be a good place to include links to screencasts (similar to ) that deal with tasks such as creating new pages and using categories? --JWSchmidt 13:57, 12 May 2007 (UTC)

 * That would be fantastic, yes. In fact, I was just about to write up that this page needs that kind of thing (along with simple screenshots, and nicer colour scheme) as you edited this page. Cheers! Cormaggio talk 14:06, 12 May 2007 (UTC)


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File:FrameForge Disable Collision.png

Used with the WikiU Film School Lesson on how to create 3D storyboards with FrameForge 3D Studio Demo Version.

title: File:FrameForge Disable Collision.png


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title: Category:MUD object oriented


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Mooversity

Welcome to the Mooversity learning project. This learning project allows Wikiversity participants to create and develop a MOO specifically for Wikiversity participants.

Initial plans

 * Start on a free MOO hosting service? example
 * Eventually host the Wikiversity MOO on the sandbox server?
 * Tour Moulton's historic MicroMuse:
 * Telnet to guest.musenet.org and login at the Unix login prompt as 'guest' with password 'mud'
 * SSH (Secure Shell) to guest:mud@guest.musenet.org
 * Use your own Mud Client and connect to MicroMuse.MuseNet.Org Port 4201
 * At the MicroMuse Splash Page, type: Connect Visitor SomeName

Uses
Learning object-oriented programming.

Links from Wikiversity pages guide Wikiversity participants into the MOO where they can have "virtual reality" interactions with each other and simulations of famous people, places and interesting things. For example, On the Soul: discussion group could have a place in the MOO where participants could have a simulated philosophical discussion with Aristotle.

title: Mooversity


text: Category:Wikiversity news

title: Category:Wikiversity news


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title: Template:LearningResource


text: Category:8:00 class

title: Category:8:00 class