text:
User:At-Talib

At-Talib means "the student" in arabic. At-Talib is not an arab (he's American with an 'A'!), but he is a student (by temporary profession, not by hobby). Which is good, or else he'd just be a weirdo who knows a miniscule bit of arabic and a decent amount about most everything else. He's a noob to wikipedia.

In the real world, he is a sophomore working on his BA/BA in Mathematics and Religious Studies.

title: User:At-Talib


text:
User talk:Abid inc~enwikiversity

New template
This new template has been created to coordinate studies for the Spanish 1 class. Feel free to deleted it or place it where ever you see fit.Rayc 06:02, 22 February 2007 (UTC)

Invitation
Dear user of Wikiversity,

Do you like to join a reading club, where you can read and discuss literature? Reading clubs could have active and inactive participants. Active participants could be required to edit on a regularly basis untill a deadline is reached and another topic can be chosen for reading and discussing. Hopefully, reading clubs can ensure a social network on Wikiversity of people cooperating with eachother and becoming friends while discussing knowledge.--Daanschr 09:26, 1 November 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:26, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:01, 19 April 2015 (UTC)

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

title: User talk:Abid inc~enwikiversity


text:
Draft:Operating system/Operating Systems/Process Management

Process
A process in operating system terminology is 'a program in execution'. Unlike a program which is resident on secondary storage, the process is an active entity. The process utilizes the resources of the system. A process is created whenever a program is executed.

Modern computer systems allow multiple processes to be loaded into memory at the same time and, through time-sharing (or multitasking), give an appearance that they are being executed at the same time even if there is just one processor.


text:
Data Structures and Algorithms

Welcome to this learning project about !

Learning Project Summary

 * Project code:
 * Suggested Prerequisites:
 * Introduction to Programming
 * Time investment:
 * Assessment suggestions:
 * Portal:
 * Engineering and Technology
 * Computer Science
 * School: Computer Science
 * Department: Computer Programming
 * Stream
 * Level: U1
 * Level: U1

Content summary
This learning project introduces how to encapsulate and order data in a computer program along with efficient methods of accessing the data using appropriate algorithms. Examples and exercises are provided in Java, C and C++.

Goals
This learning project aims to cover the basic data structures used in software development, along with algorithms for inserting, sorting and accessing data. At the end of the learning project the student will be familiar with how to create and use the data structures covered and will have learned which situations are best for each, depending on the type of data to be stored and the running time (computational complexity) of algorithms for insertion, sorting and retrieval.

A secondary aim is to improve programming skills in the student's primary language and to introduce the APIs for existing data structures available in the student's chosen computer language.

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: /Introduction/
 * Lesson 2: /Arrays, Lists and Vectors/
 * Lesson 3: /Stacks and Queues/
 * Lesson 4: /Trees and Graphs/
 * Lesson 5: /Hash Tables/
 * Lesson 6: /Sorting Data/
 * Lesson 7: /Practical Use/

Activities

 * Caching data in arrays
 * Creating linked lists
 * Creating vectors

Assignments
Data structures and algorithms are vital elements in many computing applications. When programmers design and build applications, they need to model the application data. What this data consists of depends on the purpose and context of the application. However, it is generally a requirement for any application to insert, edit and query a data store. Data structures offer different ways to store data items, while the algorithms provide techniques for managing this data.

Tests and Quizzes

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

title: Data Structures and Algorithms


text:
Talk:Data Structures and Algorithms

If you want to help with this learning ptoject sign the "active participants" list at the bottom of the article page. I will be in contact Simon alfie 14:10, 22 February 2007 (UTC)

I just added a bunch of stuff to the Topic:Data_structures page. Should I copy some of that stuff into here? I noticed the Hash Tables part was empty. Maybe I could clean up my description a little, and copy it over...?

Rm 2008 09:34, 19 February 2008 (UTC)

title: Talk:Data Structures and Algorithms


text:
User:Deansfa

.

title: User:Deansfa


text:
User:JWSchmidt/Blog/21 February 2007

Copyleft media files  I added licensing information directly into the audio file for the Wiki Campus Radio test conference call. is the new version of the file. I guess most people who might work with a GFDL file will be folks who copy the file. If the licensing information is in the audio channel, then it will be passed from listener to listener even under conditions where the file is not simply downloaded from Wikiversity. However, the files I usually make already include discussion of Wikiversity, so it is not clear that a bunch of mumbo-jumbo about copyleft licensing really adds that much for the typical listener.

In the case of more sophisticated folks who might be involved with making derivative works, it is not clear that there is any way to actually control what happens with licensing of derivative works. If a media file originally made by Wikiversity participants ended up getting diced and spliced and incorporated into various derivative works without correct attribution, would anyone really care? If not, then it might make more sense to just include in media files a short and user-friendly infomercial. Maybe the trick would be to convert the legalese into a fun infomercial.

Question about OGG. The original audio file for that was produced by GarageBand was a 21.7 MB .m4a file. I originally used two different converters and Music Man made the smaller ogg file, that uploaded to Wikiversity as a 12,549 KB file. After adding the licensing information, the new audio file was a minute longer and was exported from GarageBand as a 22.7 MB .m4a file. The Music Man converter produced a 10,437 KB ogg file this time. In both cases, Music Man was using default settings....I'm not even sure if there is a way to control the quality of output. Listening to the new ogg, I suspect it is lower quality than the first version that did not include the licensing information. The QuickTime player indicates that both files are 44.1 kHz, but the older file was 108 kbits/sec while the new one is 87 kbits/sec. In both cases, the original .m4a files were 1441 kbits/sec. I do not see any way to control the bit rate of the output file using the Music Man converter.

I was originally biased towards Music Man over VLC because VLC explicitly says it is not great for file format conversion (they say it is mainly for capturing streams) and the first time I tried it, VLC was slow and made much larger files than Music Man. However, I now see that VLC allows you to select 64, 128, or 192 kbits/sec. The default is 192, which is why it was making larger files than Music Man (87-108 kbits/sec). I tried using VLC to make a 128 kbit/sec ogg, but I ended up with a damaged file that will not play in the QuickTime player but did open in Audacity. I used Audacity to save a new ogg file and it came out at 104 kbits/sec and 12.2 MB. Audacity has a setting for audio export quality; a 0-10 scale with the default in the middle. I tried saving another copy from Audacity at 7/10 on their quality scale and got a file that was 146 kbits/second and 16.5 MB.

title: User:JWSchmidt/Blog/21 February 2007


text:
Filmmaking Basics/3D Storyboard/FrameForge:Gare Cline:large

Rough Draft - Not complete

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |

Your Next Step

 * Take your thumbnail storyboard and turn it into a 3D storyboard with FrameForge 3D Studio. When you have finished even just a few of the storyboards, email them to me.

 * Once you are finished, we will discuss which direction you should go next.

Contact Your Instructor

 * Your instructor for this class is Robert Elliott. To email me, you simply  Click Here.

 * }


text:
User talk:Cambrass

Welcome to Wikiversity! Hope you enjoy the place and decide to stay. See you around! :-) --HappyCamper 17:14, 22 February 2007 (UTC)

title: User talk:Cambrass


text: File:SpreadsheetChallengeChart.png

title: File:SpreadsheetChallengeChart.png


text: User:Alex beta~enwikiversity/resources

title: User:Alex beta~enwikiversity/resources


text:
User talk:Deansfa

.

title: User talk:Deansfa


text: Template:User en-ca-4

title: Template:User en-ca-4


text: User:TheJF

title: User:TheJF


text:
Category talk:User en-4

Conflicting Userboxes
Template:User_en-4 and this one differ. TheJF 20:46, 22 February 2007 (UTC)

title: Category talk:User en-4


text: Template:User en-ca-1

title: Template:User en-ca-1


text: Template:User en-ca-2

title: Template:User en-ca-2


text:
User:MatthewGall2005

Hi, I'm User:MatthewGall2005 And I Would Like To Welcome You To My User Page.

Specialisms
I Specialise In The Following Subjects And ubject Areas,

 * Computer Science
 * Operating Systems
 * Windows
 * MSDOS
 * Windows 3.1x
 * Windows 95
 * Windows 98
 * Windows 2000
 * Windows XP
 * Windows XP Home
 * Windows XP Professionnal
 * Windows Vista
 * Windows Vista Home Basic
 * Windows Vista Home Premium
 * Windows Vista Ultimate

Experience

 * 5 Years Experience Using All Major Proprotary Operating Systems (Windows / Mac And Linux)

title: User:MatthewGall2005


text: Category:User en-CA

title: Category:User en-CA


text: Template:User 1337-1

title: Template:User 1337-1


text: Template:User 1337-2

title: Template:User 1337-2


text: Template:User 1337-3

title: Template:User 1337-3


text:
Category:Language user templates

This is a list of language user templates.

title: Category:Language user templates


text: Template:User 1337-4

title: Template:User 1337-4


text: Template:User 1337-5

title: Template:User 1337-5


text: Template:User 1337

title: Template:User 1337


text: Template:User 1337-X

title: Template:User 1337-X


text:
User:Agoo12

I am trying to lean Spanish.

title: User:Agoo12


text:
User talk:TheJF

Please take a look at Userboxes. --JWSchmidt 21:15, 22 February 2007 (UTC)

Template:User_1337
"in the context of Wikiversity, should the Template:User_1337 not exist?" Interesting question. My advice is, when in doubt, announce what you are doing at Colloquium and see if anyone has some suggestions/advice/comments. --JWSchmidt 21:24, 22 February 2007 (UTC)
 * On a related track, please take a look at User:Teemu. I think Wikiversity could benefit from a template system that allowed participants to express their learning interests and existing skills and help us all find other participants with related interest, but I'm not sure what the best way to do this would be. Most of the Wikiversity content development projects are on pages in the School and Topic namespaces. Maybe we need user boxes for each content development project. --JWSchmidt 21:32, 22 February 2007 (UTC)
 * "suggested knowledge list has been for the most part implemented" <-- are there user-friendly instructions some where? --JWSchmidt 04:58, 23 February 2007 (UTC)

The knowledge template is cool!
Hi,

I really like the knowledge template - Thank you! Just thinking how one could "search" or "group" people with different skills? --Teemu 19:47, 25 March 2007 (UTC)

title: User talk:TheJF


text:
User talk:Kimberlyklein

Crafting a Bill of Rights

We are going to be doing a class project that is worth 25 points of your 75 Exam points that are available from your second scheduled exam. We are going to use Wikibooks, a community website, as our area where we will put all of our information. Obviously this is a way to insure that you will get these points as long as you do what is expected. The entire class, as a group, will be designing a Bill of Rights with the specifics listed below. I will register all of you as participants in this project. You will have approximately three weeks to finish the project. You are expected to visit the site at least once a week. I will be given a contribution history that will allow me to monitor if you have fulfilled your expectations. On this site you will be able to review, edit, and revise material written by other students as well as offer your own material. Peer review is strongly encouraged and it is expected. This process will hopefully assist the class in coming up with a formidable document. Wikibooks is open-content, which means that any user is free to edit almost any page at any time. There is a series of guidelines that Wikibooks has in place to govern the actions of its users. Copyright infringement is taken very seriously. Materials that violate copyright could be deleted without warning. Make sure you reference everything with respect to where you obtained the information. Obviously you will be able to link pages to this site; you are going to have to think a bit outside of the box. As a reminder, you can’t use profanity or use this page as a soapbox for promoting a particular religious, political, or other viewpoint. The web site that we are going to use is the following: http://en.wikibooks.org/wiki/Main Page

Remember this is a modern day country.

You are influential leaders of a new nation formed after years of war in a struggle for independence and freedom from a foreign power. You have been chosen by the people to embark upon the difficult task of creating a new government based upon the rule of law and the principles of democracy. Your particular committee must craft a Bill of Rights to place limits on the new government and protect the rights of its citizens. During this exercise you must accomplish the following: •	Name your imaginary country and provide a brief description of its geography and culture: (This is present day) •	Create a bill of rights (minimum of ten amendments) and provide a rational for each amendment addressed.

School and university projects
You might find this page useful: School and university projects. --JWSchmidt 21:35, 22 February 2007 (UTC)

title: User talk:Kimberlyklein


text: User talk:MatthewGall2005

title: User talk:MatthewGall2005


text:
Beginner Japanese/Adjectives

Reading

 * Adjectives Explained at Tae Kim's Japanese Guide to Japanese Grammar

Basic forms of an adjective
Using basic Adjectives:

Red: Examples using Kanji：
 * あかい (akai, red.) Present tense.
 * あかかった (akakatta, was red.) Past tense.

 * それは 赤い です. (sore wa akai desu, that is red.)
 * これは 長い です. (kore wa nagai desu, this is long.)
 * それは 赤かった です. (sore wa akakatta desu, that was red.)

Practise

 * Use the adjectives at Japanese Vocabulary – Adjectives and write a sentence.

title: Beginner Japanese/Adjectives


text: Category:User en-CA-1

title: Category:User en-CA-1


text: Category:User en-CA-2

title: Category:User en-CA-2


text: Category:User en-CA-4

title: Category:User en-CA-4


text: Category:User en-CA-N

title: Category:User en-CA-N


text: Template:User en-ca-N

title: Template:User en-ca-N


text:
Template:User cy-0

fr:Modèle:Utilisateur cy-0

title: Template:User cy-0


text:
Template:User cy-1

fr:Modèle:Utilisateur cy-1

title: Template:User cy-1


text:
Template:User cy-2

fr:Modèle:Utilisateur cy-2

title: Template:User cy-2


text:
Template:User cy-3

fr:Modèle:Utilisateur cy-3

title: Template:User cy-3


text:
Template:User cy-4

fr:Modèle:Utilisateur cy-4

title: Template:User cy-4


text: Category:User cy

title: Category:User cy


text:
Category:User cy-0

These users don't speak Welsh.

title: Category:User cy-0


text: Category:User cy-1

title: Category:User cy-1


text: Category:User cy-2

title: Category:User cy-2


text: Category:User cy-3

title: Category:User cy-3


text: Category:User cy-4

title: Category:User cy-4


text:
Template:User zh-1

de:Vorlage:User zh-1 el:Πρότυπο:Χρήστης zh-1 fr:Modèle:Utilisateur zh-1 it:Template:Utente zh-1 ja:Template:User zh-1

title: Template:User zh-1


text: Category:User zh

title: Category:User zh


text:
Template:User zh-0

fr:Modèle:Utilisateur zh-0

title: Template:User zh-0


text: Category:User zh-0

title: Category:User zh-0


text: Category:User zh-1

title: Category:User zh-1


text:
Template:User zh-2

fr:Modèle:Utilisateur zh-2 ja:Template:User zh-2

title: Template:User zh-2


text:
Template:User zh-3

fr:Modèle:Utilisateur zh-3 ja:Template:User zh-3

title: Template:User zh-3


text:
Template:User zh-4

fr:Modèle:Utilisateur zh-4

title: Template:User zh-4


text:
Template:User zh

de:Vorlage:User zh fr:Modèle:Utilisateur zh it:Template:Utente zh ja:Template:User zh

title: Template:User zh


text: Category:User zh-N

title: Category:User zh-N


text:
Developing Scripts and Case Studies for cisLunarFreighter/Radio Communications/STC/sample radio dialogues

List dialogues or chat fragments here. Under the link people please put voice recordings. Our audio integrators will cut and splice along with background music and Foley effects to create final sound tracks for the game Space Traffic Control. Please create the sound files as ogg files and dual licence them under the GFDL and CC-by-SA 2.5 when you upload them. A simple microphone along with a tool such as Audicity works well, at least on my configuration. If you need assistance setting up or using the audio software tool of your choice please feel free to contact me. Thanks! Mirwin 02:17, 24 February 2007 (UTC)

 * /Dialogue 1 A ship receives clearance to take off, proceeds to high orbit and experiences an inflight emergency.
 * Control Voice[[Image:STCLaunchDialogueControlVoice1.ogg]]
 * Control Voice Nato phonetic alphabet for Callsigns [[Image:NATOPhoneticAlphabet.ogg]]


text:
Developing Scripts and Case Studies for cisLunarFreighter/Radio Communications/STC/sample radio dialogues/Dialogue 1

 * 1) STC

 * Ship Voice:
 * "Control, This Sierra Foxtrot request launch window"

 * Control Voice:
 * "Flight Sierra Foxtrot, hold on pad at this time"

 * Ship Voice:
 * "Sierra Foxtrot; Hold on Pad - Acknowledge"
 * "Sierra Foxtrot; Holding"

 * Control Voice:
 * "Sierra Foxtrot you are clear now for launch, you have a ten minute window"

 * Ship Voice:
 * "Serria Foxtrot; Accept window"

 * Control Voice:
 * "Roger Sierra I am starting window timer and monitoriing status of local airspace for intruders"

 * Ship Voice:
 * "Sierra Foxtrot, Firing engines Standby"

 * Control Voice:
 * "Sierra Foxtrot please advise on final ten count"

 * Ship Voice
 * "Sierra Foxtrot, in 10 .."
 * "9; 8;"

 * Control Voice:
 * "Sierra go for ignition"

 * Ship Voice:
 * "7; 6; 5; 4; 3; 2; 1;"
 * "Serria Foxtrot; Igniton of main"

 * Engine roars and rumbles in background, maybe use a visual transition clip here of rocket takeoff from Control's video feed

 * Ship voice:
 * "Serria Fxotrot - have liftoff"

 * Control voice:
 * "Sierra be advised local airspace is clear all the way to orbital control"

 * Ship Voice:
 * "Serria Foxtrot- Request Orbit entry"

 * Control Voice:

 * "Siera Foxtrot STC handing off to Orbital Control at this time
 * Ship Voice:
 * Sierra - Acknowledge Orbital Control - Have a good day
 * Sieria Foxtrot - Control handover Orbital Control

 * Orbital Control Voice:
 * Sierra Foxtrot this is orbital control.  We have you entering on a vector of x y z; interogative of status

 * Ship Voice
 * Serria Foxtrot - Confirm Vector x y z, advise Tower Control of departure from near ground space

 * Orbital Control Voice:
 * "Sierra this is Orbital Control.  Say again your status.

 * Ship Voice:
 * "Orbital Control - Confrim vector X Y Z, Advise tower of Depature."

 * Orbital Tower Voice:
 * "Sierra this is Orbital Control. We confirm you have a clean entry into scheduled orbit on 	vector x, y, z.

 * Ship Voice
 * "Serria Foxtrot to Orbital Control - Confrim Vector X Y Z.  Confim entry to orbit.

 * Orbital Control Voice:
 * "Sierra Foxtrot be advised we show you on track for scheduled orbit."

 * Ship Voice:
 * "Serria Foxtrot : Confirm Scheduled orbit - Advise on locals."

 * Orbital Control Voice:
 * "Sierra Foxtrot, be advised you are solo local traffic. Empty vacuum and thrusters clear."

 * Ship Voice:
 * "Sierra Foxtrot - Confirm Scheduled orbit, will fire for orbit on your mark."

 * Orbital Control Voice:
 * "Sierra Foxtrot be advised we have an incoming meteor shower headed your way."

 * Ship Voice:
 * "Sierra Foxtrot; Confirm meteor shower.  ETA?"

 * Ship Voice
 * "Serria Foxtrot - Query meteor shower ETA ?"
 * "Serria Foxtrot - Query meteor shower ETA ?"

 * Orbital Control Voice:
 * "Sierra Foxtrot, it is ice particles from old Gemini mision, arriving in your vicinity in 5 minutes."

 * Ship Voice:
 * "Sierra Foxtrot - Not a problem.  "Thanks!"

 * pause
 * "Sierra Foxtrot - Please Advise for Orbital Insertion Burn, Will fire for orbit on your mark."

 * Orbital Control Voice:
 * "Sierra Foxtrot you are clear for burn at your dicretion."

 * Ship Voice:
 * "Sierra Foxtrot - Roger, Orbital Control. Preparing for burn now."

 * Orbital Control:
 * "Sierra Foxtrot you are nearing exit threshold be advised we are handing you to Solar Control 	Authority ... have a nice day sir!

 * Ship Voice
 * "Sierra Foxtrot - Accept threshold handover, switching frequencies now."

 * pause

 * Ship Voice
 * "Serria Foxtrot - Good Morning Solar Control"

 * Solar Control Voice:
 * "Sierra Foxtrot.  Good morning.  We have you on scope and on track for a final burn."

 * Ship Voice:
 * Sierra Foxtrot - Burn in 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, ignition!

 * Background roar of main engineers.
 * 2D scope view of asteroid style ship icon burning, transition from LEO to high cisLunar Space

 * Ship Voice:
 * "Serria Foxtrot : Good day Orbital Control, Good morning Solar Control - Successful burn 	firing"

 * Background engine roar is still heard.

 * Ship Voice:
 * "Sierra Foxtrot - Shutdown in 10 seconds. 9, 8, 7, 6,"

 * Loud boom is heard in background

 * Ship Voice:
 * "5, 4, 3, 2, 1"

 * Engine roar cuts out

 * Solar Control Voice
 * "Good Morning Sierra Foxtrot, looks like a standard day ahead no obstacle in your zone."

 * Ship Voice:
 * "Serria Foxtrot - Burn shutdown success - What was that bump?"

 * Solar Control Voice:
 * "Bad actuation, blown hydraulics?"

 * Ship Voice:
 * "Sierra Foxtrot: Confirm clear run - Solar Control can you advise regarding boom heard during burn?" Checking local status..."

 * Solar Control Voice:
 * "Sierra Foxtrot be advised we shown you diverging from filed obital course."

 * Ship Voice:
 * "Serria Foxtrot - Advise Correction"

 * Solar Control Voice:
 * "Advise run diagnostic, divergence is quite large."

 * Ship Voice
 * "Sierra Foxtrot - Boom in burn may have put Serria Foxtrot off course
 * "Serria Foxtrort - Running Diagnostic"
 * "Serria Foxtrot- Drat!

 * Solar Control Voice:
 * "Sierra Foxtrot can you advise whether your main engine assemby is firing and tracking 	correclty?"

 * Ship Voice:
 * "Sierra Foxtrot - Exhaust fault has placed off course, can you provide escort to Corolis Alpha 	space station?"

 * Solar Control Voice:
 * "System Orbital Control calling Sierra Foxtrot can you read me... over."

 * Ship Voice:
 * Serria Foxtrot - Orbital Control - Can hear you. Exhaust Fault has placed Serria off course.. 	Please advise correctional burn.

 * Solar Control Voice:
 * "Sierra Foxtrot have received your declared emergency and notifying the Space Patrol now."

 * Ship Voice:
 * "Solar Control I Acknowledge Receipt of in flight emergency status"

 * Solar Control Voice
 * "Sierra Foxtrot be advised that the Space Patrol Cruiser U.S.S. Jimmy Carter is in your area 	and on it way to rendezvous for escort"

 * Ship Voice:
 * "Serria Foxtrot - Be Advised emergency is NOT critical.  Acknoweldge cruiser is in area.

Can you advise on correctional burn?"

 * Solar Control Voice:
 * "Sierra Foxtrot what is the nature of your problem causing divergence from filed flight plan?"

 * Ship Voice:
 * "Serria Foxtrot - Exhaust fault during burn. We will attempt correction on auxillary engine if 	advised."

 * Solar Control Voice:
 * "Roger Sierra Foxtrot, we are loading local Grid Computing elements to get you a new orbital 	course and burn plan .... standby"

 * Ship Voice:
 * "Sierra Foxtrot - Can you advise on cruiser ETA?

 * Solar Control:
 * "Sierra Foxtrot, We are sending new orbital plan now please synchronzie parabolic reciever to 	Ceres Base now."

 * Ship Voice:
 * Sierra Foxtrot - Acknowledged. Reciever adjustment complete.

 * Foley Effects

 * Ship Voice
 * "Sierra Foxtrot - Receiving carrier signal with new burn plan strong and clear."

 * Solar Control Voice:
 * "Sierra Foxtrot be advised that USS Jimmy Carter will achieve escort formatoin in 23 minutes."

 * Ship Vioce:
 * "Serria Foxtrot - Thank you - Acknoweldge ETA Of escort in 23 mins

 * Ship Voice:
 * "Sierra Foxtrot - Have received new orbital course plan. Will fire with auxillary on the mark."

 * Ship Voice:
 * Sierra Foxtrot - Awaitng confirmation clear for corection burn..."

 * Solar Control:
 * "Sierra Foxtrot you are advised that Combat Space Patrol fighters from USS Jimmy Carter are n escort formation and you are cleared for burns as designated in revised orbital course plan."

 * Ship Voice:
 * Sierra Foxtrot - Burn in 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, Ignition!
 * Serria Foxtrot - Confirm acknowledge of fighter in formation
 * Serria Foxtrot- Advise escort callsign..

 * Ship Voice:
 * "Serria Foxtrot - Burn shutdown in 10, 9, 8, 7, 6, 5, 4, 3, 2, 1,
 * Sierra Foxtrot - Burn Shutdown succesful."


text: Template:User language subcategory

title: Template:User language subcategory


text: Template:User blank

title: Template:User blank


text: Template:CategoryTOC

title: Template:CategoryTOC


text: Template:User blank-0

title: Template:User blank-0


title: Template:0of10


text: Template:User blank-1

title: Template:User blank-1


text: Template:User blank-2

title: Template:User blank-2


text: Template:User blank-3

title: Template:User blank-3


text: Template:User blank-4

title: Template:User blank-4


text: Category:User zh-2

title: Category:User zh-2


text:
Template talk:0of10

Does anyone know how to make an image link to another page using Wiki formatting? --Remi 23:17, 22 February 2007 (UTC)

title: Template talk:0of10


text: Category:User zh-3

title: Category:User zh-3


text: Category:User zh-4

title: Category:User zh-4


text:
User talk:Acunvpurple

News from Topic:Japanese
The Introduction to Japanese learning project is now ready for use. You are recieving this message because you signed your name at Topic:Japanese/Participants. If you do not want to recieve any more messages from Topic:Japanese, remove your name from Topic:Japanese/Participants.

title: User talk:Acunvpurple


text:
User talk:Agari

News from Topic:Japanese
The Introduction to Japanese learning project is now ready for use. You are recieving this message because you signed your name at Topic:Japanese/Participants. If you do not want to recieve any more messages from Topic:Japanese, remove your name from Topic:Japanese/Participants.

title: User talk:Agari


text:
User talk:All one

News from Topic:Japanese
The Introduction to Japanese learning project is now ready for use. You are recieving this message because you signed your name at Topic:Japanese/Participants. If you do not want to recieve any more messages from Topic:Japanese, remove your name from Topic:Japanese/Participants.

title: User talk:All one


text:
User talk:Amthomas

News from Topic:Japanese
The Introduction to Japanese learning project is now ready for use. You are recieving this message because you signed your name at Topic:Japanese/Participants. If you do not want to recieve any more messages from Topic:Japanese, remove your name from Topic:Japanese/Participants.

title: User talk:Amthomas


text:
User talk:Arcticfox

News from Topic:Japanese
The Introduction to Japanese learning project is now ready for use. You are recieving this message because you signed your name at Topic:Japanese/Participants. If you do not want to recieve any more messages from Topic:Japanese, remove your name from Topic:Japanese/Participants.

title: User talk:Arcticfox


text:
User talk:Astaire510

News from Topic:Japanese
The Introduction to Japanese learning project is now ready for use. You are recieving this message because you signed your name at Topic:Japanese/Participants. If you do not want to recieve any more messages from Topic:Japanese, remove your name from Topic:Japanese/Participants.

title: User talk:Astaire510


text:
User talk:DakeDesu

News from Topic:Japanese
The Introduction to Japanese learning project is now ready for use. You are recieving this message because you signed your name at Topic:Japanese/Participants. If you do not want to recieve any more messages from Topic:Japanese, remove your name from Topic:Japanese/Participants.

title: User talk:DakeDesu


text:
User talk:Darkstar

News from Topic:Japanese
The Introduction to Japanese learning project is now ready for use. You are recieving this message because you signed your name at Topic:Japanese/Participants. If you do not want to recieve any more messages from Topic:Japanese, remove your name from Topic:Japanese/Participants.

title: User talk:Darkstar


text:
User talk:GiroMech

News from Topic:Japanese
The Introduction to Japanese learning project is now ready for use. You are recieving this message because you signed your name at Topic:Japanese/Participants. If you do not want to recieve any more messages from Topic:Japanese, remove your name from Topic:Japanese/Participants.

title: User talk:GiroMech


text:
User talk:Greyhatguitarist

News from Topic:Japanese
The Introduction to Japanese learning project is now ready for use. You are recieving this message because you signed your name at Topic:Japanese/Participants. If you do not want to recieve any more messages from Topic:Japanese, remove your name from Topic:Japanese/Participants.

title: User talk:Greyhatguitarist


text:
User talk:Hiroki

News from Topic:Japanese
The Introduction to Japanese learning project is now ready for use. You are recieving this message because you signed your name at Topic:Japanese/Participants. If you do not want to recieve any more messages from Topic:Japanese, remove your name from Topic:Japanese/Participants.

title: User talk:Hiroki


text:
User talk:Karmakat

News from Topic:Japanese
The Introduction to Japanese learning project is now ready for use. You are recieving this message because you signed your name at Topic:Japanese/Participants. If you do not want to recieve any more messages from Topic:Japanese, remove your name from Topic:Japanese/Participants.

title: User talk:Karmakat


text:
User talk:Kinain

News from Topic:Japanese
The Introduction to Japanese learning project is now ready for use. You are recieving this message because you signed your name at Topic:Japanese/Participants. If you do not want to recieve any more messages from Topic:Japanese, remove your name from Topic:Japanese/Participants.

title: User talk:Kinain


text:
User talk:Kuranes

News from Topic:Japanese
The Introduction to Japanese learning project is now ready for use. You are recieving this message because you signed your name at Topic:Japanese/Participants. If you do not want to recieve any more messages from Topic:Japanese, remove your name from Topic:Japanese/Participants.

title: User talk:Kuranes


text:
User talk:Lust

News from Topic:Japanese
The Introduction to Japanese learning project is now ready for use. You are recieving this message because you signed your name at Topic:Japanese/Participants. If you do not want to recieve any more messages from Topic:Japanese, remove your name from Topic:Japanese/Participants.

title: User talk:Lust


text:
User talk:Misheru

News from Topic:Japanese
The Introduction to Japanese learning project is now ready for use. You are recieving this message because you signed your name at Topic:Japanese/Participants. If you do not want to recieve any more messages from Topic:Japanese, remove your name from Topic:Japanese/Participants.

title: User talk:Misheru


text:
User talk:瀬人様

News from Topic:Japanese
The Introduction to Japanese learning project is now ready for use. You are recieving this message because you signed your name at Topic:Japanese/Participants. If you do not want to recieve any more messages from Topic:Japanese, remove your name from Topic:Japanese/Participants.

title: User talk:瀬人様


text:
Wikiversity:Activity bars

Activity bars is a proposed Wikiversity system that will allow people to see at a glance how active a certain school, division, course, or learning or research project is. This is modeled after Sourceforge and Freshmeat acitvity indicators.

To insert an activity indicator next to a link all one needs to do is include:

These will show up like this, respectivly:

title: Wikiversity:Activity bars


title: Template:1of10


title: Template:2of10


title: Template:3of10


title: Template:4of10


title: Template:5of10


title: Template:6of10


title: Template:7of10


title: Template:8of10


title: Template:9of10


title: Template:10of10


text:
Help:Resources by completion status

This page is a guideline for completion status project boxes. They can also be thought of as "development cycle" indicators.

Purpose of these project boxes
The main purpose of these project boxes is to categorise resources into one of five development status categories so that Wikiversity users can more easily sort out what they want to look at.
 * Article developers can zoom in on resources that are stuck at the earlier stage of development and help move them along. This can be done even more effectively if a parser function is run against the categories in question to additionally sort them by date of last edit, so that very old and undeveloped resources can be identified (this sorting has already been done using these project boxes).
 * Learners can quickly find well developed resources to learn from, rather than getting lost in the middle of undeveloped ones and running away with the impression that there aren't any learning materials that are sufficiently well developed to be of use.
 * Metadata extractors can work out which resources are sufficiently developed to be worth cataloguing in metadata exports for promoting Wikiversity in other OER projects.

Disadvantages: Wikiversity resources have many different kinds of development cycles, not all of which will fit with the simple system used here. Imposing a 5-level system of development status on any project (let alone Wikiversity) is, to some extent, arbitrary and may simply not fit some cases. However the usefulness of an approximate system of development indicators outweighs this. To compensate for any misleading or other inappropriate effect of completion status project boxes, a number of modification options are available to individual users, including change icon, change text and append text, along with a system of "fun-looking" default boxes that will appeal to some people (but not everyone). All of these methods can be combined so that one can tag a resource with a completion status and, at the same time, convey the impression one feels is appropriate to a particular resource's development cycle.

Serious-looking boxes
Write the template code into your resource at any point on the page. As well as an attractive template appearing, the resource will be automatically categorised. If you change the template later, the categories will be automatically updated.

Fun-looking boxes
This is an alternative set of templates which is more fun. There are different names for these tags - you may prefer to use the short and friendly names like. The percentages given are highly subjective - what really counts is how the templates categorise the resource. There are five categories for completion status, ranging from freshly started to complete. Some of these categories have two or more "fun" project boxes - e.g. and  result in the same categorisation ("partly complete"), but look very different on the page.

Please feel welcome to create alternative project boxes. Suggestions can go on the talk page, for example.

Modifying the project boxes
This section explains how to modify project boxes to suit your own preferences for describing educational resource development cycles. Please note that the important thing about project boxes is their categorisation function (which remains the same in the examples), along with the option to retrospectively apply parser functions via the template. The visible component of the project boxes is of secondary importance, so there's no harm in applying personal preferences when tagging resources which are mainly your own work.

Example #1
You can simply append some text, shown here applied to the "halfway" template.

Example #2
This uses simple text modification, applied to the "halfway" template. This time we've change the whole text, rather than just adding some to the default.

Example #3
This goes a step further, modifying the icon as well.

Tagging resource lists by completion status
Sometimes you will want to put indicators onto list pages which indicate a resource's completion status. There's no room for a project box here; you need something smaller.

These are the available mini-indicators:

And this is what they look like:
 * Blablabla Course (This course is not at all complete)
 * Blablabla Course (This course is a little complete)
 * Blablabla Course (This course is somewhat complete)
 * Blablabla Course (This course is fairly complete)
 * Blablabla Course (This course is complete)

Tagging resources with a bare category
If you prefer not to use a project box, then you can simply categorise the resource instead under one of the following categories. Please note that if you use a project box, categorisation is automatic. Percentages are only a very rough guide. Please note that if you tag with a bare category rather than a project box, you will prevent maintenance staff from including your resource in parser function sorting.

 * Category: completed resources (c. 100%)
 * Category: nearly complete resources (c.75%)
 * Category: half-finished resources (c. 50%)
 * Category: partly developed resources (c. 25%)
 * Category: freshly started resources (c. 0%)

 * Example
 * To use this automatic cataloging feature, the simplest ways is to add   (or the appropriate category) at the bottom of your page.

Meta-templates and template quick access (admin use only)

 * Template:projectbox
 * Template:0Percent
 * Template:25Percent
 * Template:50Percent
 * Template:75Percent
 * Template:100Percent

title: Help:Resources by completion status


text:
Template:25Percent

See: Help:Resources by completion status

ar:قالب:1/4 fr:Modèle:1/4

title: Template:25Percent


text:
Template:50Percent

See: Help:Resources by completion status

ar:قالب:2/4 fr:Modèle:2/4

title: Template:50Percent


text:
Template:75Percent

See: Help:Resources by completion status

title: Template:75Percent


text:
Template:100Percent

See: Help:Resources by completion status

title: Template:100Percent


text:
Beginner Japanese/Particles used with verbs

Reading

 * Read Particles Reloaded at Tae Kim's Japanese Guide to Japanese Grammar to learn how to use particles with verbs

Practice

 * Write a sentence using particles.


text: Template:User knowledge

title: Template:User knowledge


text:
Help talk:Resources by completion status

Line breaks
This needs debugging so there are no line breaks. --Remi 00:22, 23 February 2007 (UTC)
 * ✅. --McCormack 09:15, 4 May 2008 (UTC)

On the origin of the word "complete"
I never thought the word "complete" was going to be such a big deal. But here's the history. On 4th May 2008, User:Robert Elliott asked me for a list of "completed courses" (his phrase), and as there wasn't one, and as it was obviously a good question, I started Help:Project boxes. As part of this project, I picked up on something started by User:Remi0o (now User:Remi) in February 2007, where User:Remi used the word "complete" over and over again. He had probably borrowed the term from other wiki projects, such as Wikibooks. Unfortunately I simply perpetuated the use of the word, never thinking it would be such a big deal. As I've already said, on reflection I agree with User:Cormaggio that "ready" is perhaps more politically correct, and I also like the word "ready" myself. However, I have no truck with political correctness and I don't really want to spend all my time thinking up new template variations to cater for every possible concept of resource development cycles. Nevertheless, in the course of time, I will try my best to improve names and wording, and think up useful alternatives. --McCormack 15:35, 17 May 2008 (UTC)
 * I have a problem with your use of the term "politically correct" - even though you've explained it on IRC. My aim, in problematising the word "complete", is to raise questions about the wiki way, and how this impacts on categorising of resources - as well as on how the categorising of resources might be definable within particular paradigms. Perhaps the 'wiki way' is similar to the way you mean politically correct. But anyway, I absolutely agree that we should work on a suite of alternatives here - so that people can use one (or a combination) that suits the resource. And again, I would want to push that process to leave itself open to discussion - so that someone saying that something is ready is itself contestable by someone else who thinks it's not. This is absolutely not about political correctness (as I understand it) - it's about defining how Wikiversity works, and making transparent the thinking that is implied in whatever model is chosen by the particular person/group involved in a given resource. Cormaggio talk 10:21, 21 May 2008 (UTC)

Suite of alternatives
This is to list a range of alternative ways of tagging resources, and to define the thinking that is implied in each tag. Please edit, and augment. This list could/should be eventually moved to a better space.

I added Stub so that useless pages are clear to viewers. Robert Elliott 14:31, 21 May 2008 (UTC)

Development processes

(Replying to Darklama, who posted his comment as an image and caption.) Our attention here should be on the development processes of educational content, or more specifically, wiki-hosted educational content, not wiki content. Every Wikimedia project has a different "object" of which its content consists (e.g. article, book, news item, dictionary entry). Each of these objects has its own development cycle. Wikiversity is unlike the other projects in that it has many types of resources (e.g. lesson plan, reading list, reading group, course, research project, essay, debate, quiz and loads more), and each of these resource types has its own development cycle. --McCormack 12:58, 26 May 2008 (UTC)

 * Every wiki project shares a common basic process for developing content regardless of whatever type of work is being created. The work can be as small as  dictionary entry, as large as all of human knowledge, can be entertaining, or can be educational. Every work involves either someone requesting its creation or creating it themselves, people reading and using the work, and people developing and revising the work, and people organizing and publishing the work so people can read and use it. The only difference is in how people do so. As in how someone goes about creating the work, how someone requests a work be created, how someone goes about reading or using the work, and how someone goes about organizing and publishing the work so people can make use of it.
 * I think every work falls somewhere within this develop process or cycle, even Wikiversity with its different types of work. The implementation may be different but the basic fundamentals of the process is the same. Describing how learning resources or quizzes should be made, may be different, but people still either have to request or make it themselves, develop it, revise it when its needed, and do all the other things in the process. --dark[[Image:Yin yang.svg|12px]]lama 13:43, 26 May 2008 (UTC)

Where?
In lists it's fairly obvious where to put the boxes. But where do they go on a project page? The Jade Knight 10:40, 3 September 2008 (UTC)

Utility
I think it's fair to say that many projects are never "completed", but I think the entire purpose of completion boxes is to tell newcomers which projects need work and which projects are most useful as learning resources. Generally, I see the following useful categories for this (stages [in brackets] may be considered optional): Additionally, it would be useful to be an "Abandoned" template for marking projects where significant work has not occured in say, 6 months.
 * 1) Empty (contains no significant content)
 * 2) Stub (little content)
 * 3) [Forming (little content, but active discussion about developing content is occuring)]
 * 4) Developing (some significant, useful content; still needs significant additions or work)
 * 5) [Under Revision (for a project with lots of significant, useful content which contains problems preventing it from being "quality" (such as poor organization, significant usage errors, significant factual errors, etc.))]
 * 6) Quality (a project which contains lots of significant, useful content, and, while additions may be added, does not need additions. A quality project is ready to be used by a learner who has come to learn about that topic)

The idea is to show users what projects would need their help, and what projects they can go to expecting to find learning resources "ready for use", etc.

I could also see breaking "Developing" into two sections which might give an indictator as to how much useful content is there, but definitions and lines might be problematic there. The Jade Knight (d'viser) 00:25, 16 October 2008 (UTC)

Departments could similarly be rated. The Jade Knight (d'viser) 00:36, 16 October 2008 (UTC)

 * I think the general idea of the existing completion status boxes is to generate a wide array of options, so that they can be applied as needed to different projects. Whilst that may seem unwieldly (to have so many options), it also seems to be realistic since I'm doubtful that we could create a universal set of completion status steps to be broadly applied - Wikiversity is just too varied. So, I think you should feel free to flesh out your proposed scheme and develop a set of related project boxes. Personally, I mostly use the 0%done, 25%done, 50%done, 75%done and 100%done and sometimes miscellaneous boxes like experimental and permanently incomplete. -- Jtneill - Talk - c 04:03, 16 October 2008 (UTC)

 * I agree with James that it's going to be difficult to be universal here - and the help page itself does say that this process is largely "arbitrary". But I do like both "Quality" and "Under revision" as categories that indicate (and drive) a quality control process. Would you see "quality" as not quite yet "featured", or supplementing it? Cormaggio talk 08:27, 16 October 2008 (UTC)
 * "Quality", in my mind, would be a more broad category than "featured", but would be similar in nature. The Jade Knight (d'viser) 11:56, 16 October 2008 (UTC)

I think the categorizations could be simplified some: --darklama 23:28, 16 October 2008 (UTC)
 * Use something like for "empty" pages and pages with "little content". Maybe built on that some more by including links to resources that might inspire people to participate.
 * Active Community for resources that have an active community that is developing and/or discussing the resource.
 * Under Review for resources which are currently being scrutinized to improve qualify, grammar, spelling, usefulness, etc. Could also just be used to alert people to important discussions taking place on the discussion page that someone feels needs people's attention.
 * A quality, useful, featured type categorization which means that the community feels that this resource is in good enough shape to learn and teach from.
 * One of the things I'm thinking about in particular, Darklama, is how to show people who come to resources quickly and clearly what kind of content they'll find there. In addition, part of the goal is to be able to mark resources in this way before a newcomer even reaches them; completion status pictures would do this to an extent.


text:
User:NDCompuGeek

See my user page on Wikipedia for more information about me: NDCompuGeek

Computer Science

 * see Computer Science portal for further information

 * 1) Reformat "Computer History" class to fit into Wikiversity standards
 * 2) Reformat "Internet Familiarity" class to fit into Wikiversity standards
 * 3) Write "Introduction to Information Technology" class
 * should include some light IT history
 * the class is INFORMATION technology - include the different forms that information could take
 * information in/on a computer (duh!) (hard drive OR voliatle memory)
 * information on the phone (voice)
 * print information (i.e. phone book)
 * cable television (2 forms, analog and digital)
 * network information (wireless or wired)
 * etc.

Now all I have to do is actually DO all of this!

NDCompuGeek 10:50, 11 March 2007 (UTC)

title: User:NDCompuGeek


text: Template:User blank knowledge

title: Template:User blank knowledge


text: Template:User blank knowledge-0

title: Template:User blank knowledge-0


text:
Template:User knowledge subcategory

This school can be found at School:.

title: Template:User knowledge subcategory


text: Category:User knowledge-ag-0

title: Category:User knowledge-ag-0


text: Category:User knowledge-0

title: Category:User knowledge-0


text: Template:User blank knowledge-1

title: Template:User blank knowledge-1


text: Template:User blank knowledge-2

title: Template:User blank knowledge-2


text: Template:User blank knowledge-3

title: Template:User blank knowledge-3


text: Template:User knowledge-0

title: Template:User knowledge-0


text: Template:User knowledge-1

title: Template:User knowledge-1


text: Template:User knowledge-2

title: Template:User knowledge-2


text: Template:User knowledge-3

title: Template:User knowledge-3


text: Template:User knowledge-agri-0

title: Template:User knowledge-agri-0


text: Template:User knowledge-agri-1

title: Template:User knowledge-agri-1


text: Category:User knowledge-agri

title: Category:User knowledge-agri


text: Template:User knowledge-agri-2

title: Template:User knowledge-agri-2


text: Template:User knowledge-agri-3

title: Template:User knowledge-agri-3


text: Template:User knowledge-anth-0

title: Template:User knowledge-anth-0


text: Template:User knowledge-anth-1

title: Template:User knowledge-anth-1


text: Template:User knowledge-anth-2

title: Template:User knowledge-anth-2


text: Template:User knowledge-anth-3

title: Template:User knowledge-anth-3


text: Template:User knowledge-arch-0

title: Template:User knowledge-arch-0


text: Template:User knowledge-art-0

title: Template:User knowledge-art-0


text: Template:User knowledge-bio-0

title: Template:User knowledge-bio-0


text: Template:User knowledge-busi-0

title: Template:User knowledge-busi-0


text: Template:User knowledge-clas-0

title: Template:User knowledge-clas-0


text: Template:User knowledge-chem-0

title: Template:User knowledge-chem-0


text: Template:User knowledge-comm-0

title: Template:User knowledge-comm-0


text: Template:User knowledge-comp-0

title: Template:User knowledge-comp-0


text: Template:User knowledge-econ-0

title: Template:User knowledge-econ-0


text: Template:User knowledge-educ-0

title: Template:User knowledge-educ-0


text: Template:User knowledge-game-0

title: Template:User knowledge-game-0


text: Template:User knowledge-eng-0

title: Template:User knowledge-eng-0


text: Template:User knowledge-geog-0

title: Template:User knowledge-geog-0


text: Template:User knowledge-geol-0

title: Template:User knowledge-geol-0


text: Template:User knowledge-grap-0

title: Template:User knowledge-grap-0


text: Template:User knowledge-hist-0

title: Template:User knowledge-hist-0


text: Template:User knowledge-jrnl-0

title: Template:User knowledge-jrnl-0


text: Template:User knowledge-lang-0

title: Template:User knowledge-lang-0


text: Template:User knowledge-law-0

title: Template:User knowledge-law-0


text: Template:User knowledge-ling-0

title: Template:User knowledge-ling-0


text: Template:User knowledge-mari-0

title: Template:User knowledge-mari-0


text: Template:User knowledge-math-0

title: Template:User knowledge-math-0


text: Template:User knowledge-mdia-0

title: Template:User knowledge-mdia-0


text: Template:User knowledge-musc-0

title: Template:User knowledge-musc-0


text: Template:User knowledge-medi-0

title: Template:User knowledge-medi-0


text: Template:User knowledge-phar-0

title: Template:User knowledge-phar-0


text: Template:User knowledge-phil-0

title: Template:User knowledge-phil-0


text: Template:User knowledge-phys-0

title: Template:User knowledge-phys-0


text: Template:User knowledge-pols-0

title: Template:User knowledge-pols-0


text: Template:User knowledge-psyc-0

title: Template:User knowledge-psyc-0


text: Template:User knowledge-theo-0

title: Template:User knowledge-theo-0


text: Template:User knowledge-tour-0

title: Template:User knowledge-tour-0


text: Template:User knowledge-womn-0

title: Template:User knowledge-womn-0


text: Template:User knowledge-zoo-0

title: Template:User knowledge-zoo-0


text: Category:User knowledge-agri-0

title: Category:User knowledge-agri-0


text:
Category:Knowledge user templates

See Userboxes

title: Category:Knowledge user templates


text:
Template:User knowledge subcategory description-0

These users have no or very little prior knowledge, skills or interest on


text:
Template:User knowledge subcategory-0

This school can be found at School:.

title: Template:User knowledge subcategory-0


text:
Template:User knowledge subcategory description-1

These users are apprentices with interest to contribute and learn more on


text:
Template:User knowledge subcategory description-2

These users are knowledgeable "hobbyists" with knowledge and skills to provide learning content or to teach on


text:
Template:User knowledge subcategory description-3

These users are professionals / have professional training in


text: Category:User knowledge-agri-1

title: Category:User knowledge-agri-1


text: Category:User knowledge-agri-2

title: Category:User knowledge-agri-2


text: Category:User knowledge-agri-3

title: Category:User knowledge-agri-3


text:
Template:User knowledge description-0

This user has no or very little prior knowledge, skills or interest on the subject of

title: Template:User knowledge description-0


text:
Template:User knowledge description-1

This user is an apprentice with interest to contribute and learn more on the subject of

title: Template:User knowledge description-1


text:
Template:User knowledge description-2

This user is a knowledgeable "hobbyist" with knowledge and skills to provide learning content or to teach on the subject of

title: Template:User knowledge description-2


text:
Template:User knowledge description-3

This user is a professional / has professional training in the subject of

title: Template:User knowledge description-3


text: Category:User knowledge-arch-0

title: Category:User knowledge-arch-0


text: Category:User knowledge-arch-1

title: Category:User knowledge-arch-1


text: Category:User knowledge-arch-2

title: Category:User knowledge-arch-2


text: Category:User knowledge-arch-3

title: Category:User knowledge-arch-3


text: Template:User knowledge-arch-1

title: Template:User knowledge-arch-1


text: Template:User knowledge-arch-2

title: Template:User knowledge-arch-2


text: Template:User knowledge-arch-3

title: Template:User knowledge-arch-3


text: Template:User knowledge-art-1

title: Template:User knowledge-art-1


text: Template:User knowledge-art-2

title: Template:User knowledge-art-2


text: Template:User knowledge-art-3

title: Template:User knowledge-art-3


text: Template:User knowledge-bio-1

title: Template:User knowledge-bio-1


text: Template:User knowledge-bio-2

title: Template:User knowledge-bio-2


text: Template:User knowledge-bio-3

title: Template:User knowledge-bio-3


text: Template:User knowledge-busi-1

title: Template:User knowledge-busi-1


text: Template:User knowledge-busi-2

title: Template:User knowledge-busi-2


text: Template:User knowledge-busi-3

title: Template:User knowledge-busi-3


text: Template:User knowledge-clas-1

title: Template:User knowledge-clas-1


text: Template:User knowledge-clas-2

title: Template:User knowledge-clas-2


text: Template:User knowledge-clas-3

title: Template:User knowledge-clas-3


text: Template:User knowledge-chem-1

title: Template:User knowledge-chem-1


text: Template:User knowledge-chem-2

title: Template:User knowledge-chem-2


text: Template:User knowledge-chem-3

title: Template:User knowledge-chem-3


text: Template:User knowledge-comm-1

title: Template:User knowledge-comm-1


text: Template:User knowledge-comm-2

title: Template:User knowledge-comm-2


text: Template:User knowledge-comm-3

title: Template:User knowledge-comm-3


text: Template:User knowledge-comp-1

title: Template:User knowledge-comp-1


text: Template:User knowledge-comp-2

title: Template:User knowledge-comp-2


text: Template:User knowledge-comp-3

title: Template:User knowledge-comp-3


text: Template:User knowledge-econ-1

title: Template:User knowledge-econ-1


text: Template:User knowledge-econ-2

title: Template:User knowledge-econ-2


text: Template:User knowledge-econ-3

title: Template:User knowledge-econ-3


text: Template:User knowledge-educ-1

title: Template:User knowledge-educ-1


text: Template:User knowledge-educ-2

title: Template:User knowledge-educ-2


text: Template:User knowledge-educ-3

title: Template:User knowledge-educ-3


text: Template:User knowledge-game-1

title: Template:User knowledge-game-1


text: Template:User knowledge-game-2

title: Template:User knowledge-game-2


text: Template:User knowledge-game-3

title: Template:User knowledge-game-3


text: Template:User knowledge-eng-1

title: Template:User knowledge-eng-1


text: Template:User knowledge-eng-2

title: Template:User knowledge-eng-2


text: Template:User knowledge-eng-3

title: Template:User knowledge-eng-3


text: Template:User knowledge-geog-1

title: Template:User knowledge-geog-1


text: Template:User knowledge-geog-2

title: Template:User knowledge-geog-2


text: Template:User knowledge-geog-3

title: Template:User knowledge-geog-3


text: Template:User knowledge-geol-1

title: Template:User knowledge-geol-1


text: Template:User knowledge-geol-2

title: Template:User knowledge-geol-2


text: Template:User knowledge-geol-3

title: Template:User knowledge-geol-3


text: Template:User knowledge-grap-1

title: Template:User knowledge-grap-1


text: Template:User knowledge-grap-2

title: Template:User knowledge-grap-2


text: Template:User knowledge-grap-3

title: Template:User knowledge-grap-3


text: Template:User knowledge-hist-1

title: Template:User knowledge-hist-1


text: Template:User knowledge-hist-2

title: Template:User knowledge-hist-2


text: Template:User knowledge-hist-3

title: Template:User knowledge-hist-3


text: Template:User knowledge-jrnl-1

title: Template:User knowledge-jrnl-1


text: Template:User knowledge-jrnl-2

title: Template:User knowledge-jrnl-2


text: Template:User knowledge-jrnl-3

title: Template:User knowledge-jrnl-3


text: Template:User knowledge-lang-1

title: Template:User knowledge-lang-1


text: Template:User knowledge-lang-2

title: Template:User knowledge-lang-2


text: Template:User knowledge-lang-3

title: Template:User knowledge-lang-3


text: Template:User knowledge-law-1

title: Template:User knowledge-law-1


text: Template:User knowledge-law-2

title: Template:User knowledge-law-2


text: Template:User knowledge-law-3

title: Template:User knowledge-law-3


text: Template:User knowledge-ling-1

title: Template:User knowledge-ling-1


text: Template:User knowledge-ling-2

title: Template:User knowledge-ling-2


text: Template:User knowledge-ling-3

title: Template:User knowledge-ling-3


text: Template:User knowledge-mari-1

title: Template:User knowledge-mari-1


text: Template:User knowledge-mari-2

title: Template:User knowledge-mari-2


text: Template:User knowledge-mari-3

title: Template:User knowledge-mari-3


text: Template:User knowledge-math-1

title: Template:User knowledge-math-1


text: Template:User knowledge-math-2

title: Template:User knowledge-math-2


text: Template:User knowledge-math-3

title: Template:User knowledge-math-3


text: Template:User knowledge-mdia-1

title: Template:User knowledge-mdia-1


text: Template:User knowledge-mdia-2

title: Template:User knowledge-mdia-2


text: Template:User knowledge-mdia-3

title: Template:User knowledge-mdia-3


text: Template:User knowledge-musc-1

title: Template:User knowledge-musc-1


text: Template:User knowledge-musc-2

title: Template:User knowledge-musc-2


text: Template:User knowledge-musc-3

title: Template:User knowledge-musc-3


text: Template:User knowledge-medi-1

title: Template:User knowledge-medi-1


text: Template:User knowledge-medi-2

title: Template:User knowledge-medi-2


text: Template:User knowledge-medi-3

title: Template:User knowledge-medi-3


text:
User talk:Vannin

Featured content
"How about a list on the main page of the classes that have content and people could actually get started with?" <-- I think we should have featured content on the main page. Please take a look at Featured and Main page design changes. Right now, all of the Major portals have featured content. --JWSchmidt 19:56, 4 March 2007 (UTC)

title: User talk:Vannin


text: Template:User knowledge-phar-1

title: Template:User knowledge-phar-1


text: Template:User knowledge-phar-2

title: Template:User knowledge-phar-2


text: Template:User knowledge-phar-3

title: Template:User knowledge-phar-3


text: Template:User knowledge-phil-1

title: Template:User knowledge-phil-1


text: Template:User knowledge-phil-2

title: Template:User knowledge-phil-2


text: Template:User knowledge-phil-3

title: Template:User knowledge-phil-3


text: Template:User knowledge-phys-1

title: Template:User knowledge-phys-1


text: Template:User knowledge-phys-2

title: Template:User knowledge-phys-2


text: Template:User knowledge-phys-3

title: Template:User knowledge-phys-3


text: Template:User knowledge-pols-1

title: Template:User knowledge-pols-1


text: Template:User knowledge-pols-2

title: Template:User knowledge-pols-2


text: Template:User knowledge-pols-3

title: Template:User knowledge-pols-3


text: Template:User knowledge-psyc-1

title: Template:User knowledge-psyc-1


text: Template:User knowledge-psyc-2

title: Template:User knowledge-psyc-2


text: Template:User knowledge-psyc-3

title: Template:User knowledge-psyc-3


text: Template:User knowledge-theo-1

title: Template:User knowledge-theo-1


text: Template:User knowledge-theo-2

title: Template:User knowledge-theo-2


text: Template:User knowledge-theo-3

title: Template:User knowledge-theo-3


text: Template:User knowledge-tour-1

title: Template:User knowledge-tour-1


text: Template:User knowledge-tour-2

title: Template:User knowledge-tour-2


text: Template:User knowledge-tour-3

title: Template:User knowledge-tour-3


text: Template:User knowledge-womn-1

title: Template:User knowledge-womn-1


text: Template:User knowledge-womn-2

title: Template:User knowledge-womn-2


text: Template:User knowledge-womn-3

title: Template:User knowledge-womn-3


text: Template:User knowledge-zoo-1

title: Template:User knowledge-zoo-1


text: Template:User knowledge-zoo-2

title: Template:User knowledge-zoo-2


text: Template:User knowledge-zoo-3

title: Template:User knowledge-zoo-3


text: Category:User knowledge-zoo-3

title: Category:User knowledge-zoo-3


text: Category:User knowledge-zoo-2

title: Category:User knowledge-zoo-2


text: Category:User knowledge-zoo-1

title: Category:User knowledge-zoo-1


text: Category:User knowledge-zoo-0

title: Category:User knowledge-zoo-0


text: Category:User knowledge-anth

title: Category:User knowledge-anth


text: Category:User knowledge-arch

title: Category:User knowledge-arch


text: Category:User knowledge-art

title: Category:User knowledge-art


text: Category:User knowledge-bio

title: Category:User knowledge-bio


text: Category:User knowledge-busi

title: Category:User knowledge-busi


text: Category:User knowledge-lang

title: Category:User knowledge-lang


text: Category:User knowledge-lang-1

title: Category:User knowledge-lang-1


text: Category:User knowledge-lang-0

title: Category:User knowledge-lang-0


text: Category:User knowledge-lang-2

title: Category:User knowledge-lang-2


text: Category:User knowledge-lang-3

title: Category:User knowledge-lang-3


text: Category:User knowledge-pols-2

title: Category:User knowledge-pols-2


text: Category:User knowledge-pols-3

title: Category:User knowledge-pols-3


text: Category:User knowledge-pols-1

title: Category:User knowledge-pols-1


text: Category:User knowledge-pols-0

title: Category:User knowledge-pols-0


title: File:STCLaunchDialogueControlVoice1.ogg


text:
Draft:Operating system/Operating Systems/Process and Thread

threads
Threads are, as the name suggests, a thread of execution. For example, if you create a thread, you can assign something like a function to it. The code in the function and all other subsequent function calls run on the thread.

Process Life Cycle
Like in real world a process too is created and destroyed. Different operating systems have different life cycles for the processes but a very general life cycle model is given below.

Dormant
A dormant stage of the process is actually a program, executable file on hard disk.

Fork
A process is said to be forked when loaded in the main memory. The execution of instructions may not start immediately. The keyword fork is basically a Unix UNIX terminology.

Ready
A process is said to be ready when it can start executing the very next moment. Many times a process may need some resource which is not available for that time. Processes which can be scheduled to run at any time by a scheduler is said to be in ready state.

Blocked
A process is said to be blocked when it is waiting for some interrupt to occur. Without its occurrence it can not continue. Such processes are not considered by the scheduler for scheduling.

Running
The process which is currently being executed by the processor is called the running process. In an uniprocessor system there exist only one running process at a time.

Dead
A process is said to be dead or killed when its execution is complete. Such processes are then removed from the memory of a computer. A process might end for the following reasons.
 * It performed all the functions it was supposed to perform and ended normally
 * It created some exception and was killed by operating system
 * The parent of the process is killed.


text:
Draft talk:Operating system/Operating Systems/Process and Thread

I am not here for vandalism.


text:
User talk:Michaelnelson/Learning Plan 2006-07

Hi Mike, is the tin flute the same as a penny whistle? If it is you might be interested in the Tin and Penny whistle tunes I put up on Abacci music (way back when I had spare time)
 * Yeah, I think it's one and the same! Thanks mate! I've been looking for some tabs :) (and thanks for correcting my spelling too!) Michaelnelson 21:42, 23 February 2007 (UTC)


text:
File:Sparky 010 wide down.png

Example for the Storyboard Artwork Project

title: File:Sparky 010 wide down.png


text:
File:Sparky 005 tele down.png

Example for the Storyboard Artwork Project

title: File:Sparky 005 tele down.png


text:
File:Sparky 005 tele.png

Example for the Storyboard Artwork Project

title: File:Sparky 005 tele.png


text:
File:Sparky 010 tele down.png

Example for the Storyboard Artwork Project

title: File:Sparky 010 tele down.png


text:
File:Sparky 045 tele down.png

Example for the Storyboard Artwork Project

title: File:Sparky 045 tele down.png


text:
File:Sparky 045 tele up.png

Example for the Storyboard Artwork Project

title: File:Sparky 045 tele up.png


text:
File:Sparky 045 tele.png

Example for the Storyboard Artwork Project

title: File:Sparky 045 tele.png


text:
File:Sparky 045 wide down.png

Example for the Storyboard Artwork Project

title: File:Sparky 045 wide down.png


text:
File:Sparky 045 wide up.png

Example for the Storyboard Artwork Project

title: File:Sparky 045 wide up.png


text:
File:Sparky 080 wide up.png

Example for the Storyboard Artwork Project

title: File:Sparky 080 wide up.png


text:
File:Sparky 080 wide down.png

Example for the Storyboard Artwork Project

title: File:Sparky 080 wide down.png


text:
File:Sparky 090 tele down.png

Example for the Storyboard Artwork Project

title: File:Sparky 090 tele down.png


text:
File:Sparky 090 tele up.png

Example for the Storyboard Artwork Project

title: File:Sparky 090 tele up.png


text:
File:Sparky 090 tele.png

Example for the Storyboard Artwork Project

title: File:Sparky 090 tele.png


text:
File:Sparky 135 tele up.png

Example for the Storyboard Artwork Project

title: File:Sparky 135 tele up.png


text:
File:Sparky 135 tele.png

Example for the Storyboard Artwork Project

title: File:Sparky 135 tele.png


text:
File:Sparky 135 wide down.png

Example for the Storyboard Artwork Project

title: File:Sparky 135 wide down.png


text:
File:Sparky 145 tele down.png

Example for the Storyboard Artwork Project

title: File:Sparky 145 tele down.png


text:
File:Sparky 000 wide up.png

Example for the Storyboard Artwork Project

title: File:Sparky 000 wide up.png


text:
File:Sparky 170 tele down.png

Example for the Storyboard Artwork Project

title: File:Sparky 170 tele down.png


text:
File:Sparky 170 tele up.png

Example for the Storyboard Artwork Project

title: File:Sparky 170 tele up.png


text:
File:Sparky 170 wide up.png

Example for the Storyboard Artwork Project

title: File:Sparky 170 wide up.png


text:
File:Sparky 170 wide down.png

Example for the Storyboard Artwork Project

title: File:Sparky 170 wide down.png


text:
File:Sparky 180 tele.png

Example for the Storyboard Artwork Project

title: File:Sparky 180 tele.png


text:
Introduction to biomechanics

The study of biomechanics ranges from the inner workings of a cell to the movement and development of limbs, the vasculature, and bones. As we develop a greater understanding of the physiological behavior of living tissues, researchers are able to advance the field of tissue engineering, as well as develop improved treatments for a wide array of pathologies.

Biomechanics as a sports science, kinesiology, applies the laws of mechanics and physics to human performance in order to gain a greater understanding of performance in athletic events through modeling, simulation, and measurement.

Continuum mechanics
It is often appropriate to model living tissues as continuous media. For example, at the tissue level, the arterial wall can be modeled as a continuum. This assumption breaks down when the length scales of interest approach the order of the microstructural details of the material. The basic postulates of continuum mechanics are conservation of linear and angular momentum, conservation of mass, conservation of energy, and the entropy inequality. Solids are usually modeled using "reference" or "Lagrangian" coordinates, whereas fluids are often modeled using "spatial" or "Eulerian" coordinates. Using these postulates and some assumptions regarding the particular problem at hand, a set of equilibrium equations can be established. The kinematics and constitutive relations are also needed to model a continuum.

Second and fourth order tensors are crucial in representing many quantities in biomechanics. In practice, however, the full tensor form of a fourth-order constitutive matrix is rarely used. Instead, simplifications such as isotropy, transverse isotropy, and incompressibility reduce the number of independent components. Commonly-used second-order tensors include the Cauchy stress tensor, the second Piola-Kirchhoff stress tensor, the deformation gradient tensor, and the Green strain tensor. A reader of the biomechanics literature would be well-advised to note precisely the definitions of the various tensors which are being used in a particular work.

Biomechanics of circulation
Under most circumstances, blood flow can be modeled by the Navier-Stokes equations. Whole blood can often be assumed to be an incompressible Newtonian fluid. However, this assumption fails when considering flows within arterioles. At this scale, the effects of individual red blood cells becomes significant, and whole blood can no longer be modeled as a continuum.

Biomechanics of the bones
Bones are anisotropic but are approximately transversely isotropic. In other words, bones are stronger along one axis than across that axis, and are approximately the same strength no matter how they are rotated around that axis.

The stress-strain relations of bones can be modeled using Hooke's Law, in which they are related by linear constants known as the Young's modulus or the elastic modulus, and the shear modulus and Poisson's ratio, collectively known as the Lamé constants. The constitutive matrix, a fourth order tensor, depends on the isotropy of the bone.

$$\sigma_{ij}=C_{ijkl}\epsilon_{kl}$$

Biomechanics of the Muscle

 * Skeletal muscle (striated): Unlike cardiac muscle, skeletal muscle can develop a sustained condition known as tetany through high frequency stimulation, resulting in overlapping twitches and a phenomenon known as wave summation. At a sufficiently high frequency, tetany occurs, and the contracticle force appears constant through time. This allows skeletal muscle to develop a wide variety of forces. This muscle type can be voluntarily controlled. Hill's Model is the most popular model used to study muscle.
 * Cardiac muscle (striated): Cardiomyocytes are a highly specialized cell type. These involuntarily contracted cells are located in the heart wall and operate in concert to develop synchronized beats. This is attributable to a refractory period between twitches.
 * Smooth muscle (smooth - lacking striations): The stomach, vasculature, and most of the digestive tract are largely composed of smooth muscle. This muscle type is involuntary and is controlled by the enteric nervous system.

Soft tissue biomechanics
Soft tissues such as tendon, ligament and cartilage are combinations of matrix proteins and fluid. In each of these tissues the main strength bearing element is collagen, although the amount and type of collagen varies according to the function each tissue must perform. Elastin is also a major load-bearing constituent within skin, the vasculature, and connective tissues. The function of tendons is to connect muscle with bone and is subjected to tensile loads. Tendons must be strong to facilitate movement of the body while at the same time remaining compliant to prevent damage to the muscle tissues. Ligaments connect bone to bone and therefore are stiffer than tendons but are relatively close in their tensile strength. Cartilage, on the other hand, is primarily loaded in compression and acts as a cushion in the joints to distribute loads between bones. The compressive strength of collagen is derived mainly from collagen as in tendons and ligaments, however because collagen is comparable to a "wet noodle" it must be supported by cross-links of glycosaminoglycans that also attract water and create a nearly incompressible tissue capable of supporting compressive loads.

Recently, research is growing on the biomechanics of other types of soft tissues such as skin and internal organs. This interest is spurred by the need for realism in the development of medical simulation.

Viscoelasticity
Viscoelasticity is readily evident in many soft tissues, where there is energy dissipation, or hysteresis, between the loading and unloading of the tissue during mechanical tests. Some soft tissues can be preconditioned by repetitive cyclic loading to the extent where the stress-strain curves for the loading and unloading portions of the tests nearly overlap.

Nonlineararity in biomechanics
Hooke's law is linear, but many, if not most problems in biomechanics, involve highly nonlinear behavior. Proteins such as collagen and elastin, for example, exhibit such a behavior. Some common material models include the Neo-Hookean behavior, often used for modeling elastin, and the famous Fung-elastic exponential model. Non linear phenomena in the biomechanics of soft tissue arise not only from the material properties but also from the very large strains (100% and more) that are characteristic of many problems in soft tissues.

title: Introduction to biomechanics


text:
Writing a simple greeting bot for MediaWiki

In this project, you will be able to learn the basic concepts of scripting MediaWiki. We will cover concepts like basic HTTP requests, the query and API interfaces to MediaWiki, how to sign on to a MediaWiki installation and retrieve information, and how to save changes to pages.

Note: The examples used in this project will use C# and the .NET Framework. It should not be too difficult to port the code to other object-oriented languages such as C++, Java or VB.NET.

Steps

 * Introduction to MediaWiki scripting access
 * Signing in
 * /api.php/
 * Reading a page
 * Reading and processing logs
 * Editing and saving a page

Participation
If you're interested in participating in this project, please list yourself below. Also, feel free to use the talk page for comments and suggestions.


text: Topic talk:Scripting MediaWiki

title: Topic talk:Scripting MediaWiki


text: Talk:Writing a simple greeting bot for MediaWiki


text:
Data Structures and Algorithms/Arrays, Lists and Vectors

What is an array
If you have taken the prerequisites to this course or have done any more than the very basics of programming you will have come across arrays. You will know an array is simply an area of memory allocated for a set number of elements of a known size. You can access these elements by their index (position in the array) and also set or retrieve the value stored. Arrays are not to be confused with Associative Arrays, which will be covered in ../Hash Tables/ lesson.

Characteristics of an array
An array is always of a fixed size; it does not grow as more elements are required. The programmer must ensure that only valid values in the array are accessed, and must remember the location in the array of each value. Arrays are basic types in most programming languages and have a special syntax for their use.

The computational complexity for writing to and accessing an array is O(1). No matter the number of elements in the array, the calculation to find the element in the array is single multiplication and addition.

The computational complexity of inserting an element in the middle of an array is O(N), where N is the number of elements in the array. The elements in the array must all be shifted up one index after the insertion, or all the elements must be copied to a new array big enough to hold the inserted element.

function insert(array, insertion_index, value) for (index from array_length to insertion_index - 1) array[index] = array[index - 1] end {for} array[index] = value end {function}

The memory usage of an array is simply the number of elements in the array multiplied by the size of each element.

Linked Lists
A linked list is made up of a linear series of nodes (For non-linear arrangements of nodes, see ../Trees and Graphs/). These nodes, unlike the elements in an array, do not have to be located next to each other in memory in order to be accessed. The reason is that each node contains a link to another node. The most basic node would have a data field and just one link field. This node would be a part of what is known as a singly linked list, in which all nodes contain only a next link. This is different than a doubly linked list, in which all nodes have two links, a next and a previous. While a linked-list API may exist in one's programming library, linked lists are often implemented by the programmer and customized for particular applications.

Characteristics of a Linked List
As mentioned above, a node in a linked list must have a data field and either one or two links. This allows the linked list to grow or shrink in constant O(1) time, as all that needs be done to insert or delete a node is change a few links. This is much better than the time for inserting or deleting an element in an array.

However, the linked list requires linear O(N) time to find or access a node, because there is no simple formula as listed above for the array to give the memory location of the node. One must traverse all links from the beginning until the requested node is reached. If nodes are to be inserted at the beginning or end of a linked list, the time is O(1), since references or pointers, depending on the language, can be maintained to the head and tail nodes. If a node should be inserted in the middle or at some arbitrary position, the running time is not actually O(1), as the operation to get to the position in the list is O(N).

Importantly, linked lists tend to suffer from severe slowdown due to CPU cache misses during traversal, caused by nodes being stored in a non-contiguous fashion. This slowdown is mostly absent when nodes are stored in contiguous memory (as is normal when they are initialized) but worsens when nodes are stored apart from each other (which commonly occurs as more nodes are added later on). This slowdown is often enough to warrant the use of another data structure, although linked lists may still be preferred in cases where data is inserted/deleted frequently and the list is traversed sparingly.

function insert(list, insertion_index, value) current = list->head for (index from 0 to insertion_index) current = current->next end {for} new_node = new node new_node->value = value new_node->next = current->next current->next = new_node # If this is a doubly-linked list, then also: new_node->previous = current new_node->next->previous = new_node end {function}

Linked lists use more memory than an array containing the same data due to each element not only having a value, but also one or two links.

A simple linked list example.

using namespace std; class Node { public: int data; Node* next; }; // This function prints contents of linked list // starting from the given node
 * 1) include

void printList(Node* n) { while (n != NULL) { cout << n->data << " "; n = n->next; } } // Driver code

int main {    Node* head = NULL; Node* second = NULL; Node* third = NULL; // allocate 3 nodes in the heap

head = new Node; second = new Node; third = new Node; head->data = 1;

// assign data in first node

head->next = second; // Link first node with second second->data = 2; // assign data to second node second->next = third; third->data = 3;

// assign data to third node third->next = NULL; printList(head); return 0; }

ref:geeksforgeeks.org

Vectors
Vectors are much like arrays. Operations on a vector offer the same big O as their counterparts on an array. Like arrays, vector data is allocated in contiguous memory.

Unlike static arrays, which are always of a fixed size, vectors can be grown. This can be done either explicitly or by adding more data. In order to do this efficiently, the typical vector implementation grows by doubling its allocated space (rather than incrementing it) and often has more space allocated to it at any one time than it needs. This is because reallocating memory is usually an expensive operation.

Vectors are simply arrays which have wrapped grow/shrink functions.


text:
Data Structures and Algorithms/Stacks and Queues

Stacks and Queues are both special-purpose lists, that restrict how the application can access data. This is done so that the structures can optimize themselves for speed. Both data structures are very simple, can be implemented with both linked-lists and vectors, and are used in many different programming applications.

Stacks
A Stack is a data type that only allows users to access the newest member of the list. It is analogous to a stack of paper, where you add and remove paper from the top, but never look at the papers below it.

A typical Stack implementation supports 3 operations: Push, Pop, and Top.

 * Push will add an item to the end of the list. This takes constant time.
 * Pop will remove the item at the end of the list. This takes constant time.
 * Top will return the value of the item at the top.

All operations on a stack happen in constant time, because no matter what, the stack is always working with the top-most value, and the stack always knows exactly where that is. This is the main reason why Stacks are so amazingly fast.

Stacks are also fairly simple to program. Here is a sample implementation in C:

The code begins with the structure definition, which is fairly straight-forward. It contains a pointer to the data array, an integer that stores the index of the next insertion, and an integer that tells how many entries the array can store.

The push procedure will reallocate the array if it does not have enough room for the new value. Then, the new value is stored into the data array, and the index is incremented.

The pop function will decrement the index, and returns the value that just got popped.

The top function will return an arbitrary value (0 in this case) if the Stack is empty, and returns the most-recent value otherwise.

Queues
A Queue is a data structure where you can only access the oldest item in the list. It is analogous to a line in the grocery store, where many people may be in the line, but the person in the front gets serviced first.

A typical Queue implementation has 3 operations, which are similar to the functions in Stacks. They are: enqueue, dequeue, and Front.

 * Enqueue will add an item to the end of the list. This takes constant time.
 * Dequeue will remove an item from the beginning of the list. This takes constant time.
 * Front will return the value of front-most item.

Queues, like Stacks, are very fast because all of the operations are simple, and constant-time.

I will provide a sample implementation in C. However, this code will produce a Queue that cannot resize when it runs out of room.

The code starts with a structure definition, which has a pointer to the currently allocated array, an integer for the index of the front-most item, an integer for the back-most item, the number of elements in this array, and the maximum number of elements allowed in the array.

The enqueue procedure will check to make sure that adding a new item won't overflow the array. It will then increment the "end" index, and wrap around to 0 if necessary.

The dequeue function will return an arbitrary value (0 in this case) if we have underflowed. Else, it returns the oldest item in the list, and updates the "front" index, wrapping around to 0 if necessary.

The front function will simply return the front-most item in the Queue.

Quiz
Assume that all data structures are 5 items long, and they can't resize:

1.) How would a Stack look at the end of this sequence of operations? What values would have been returned? Where is the index pointing? push(14), push(42), pop, top, push(19), push(2), pop, pop, push(5), top

2.) How would a Queue look at the end of this sequence of operations? What values would have been returned? Where are the indexes pointing? enqueue(4), enqueue(8), dequeue, enqueue(98), enqueue(15), dequeue, dequeue, enqueue(5), enqueue(2), top

3.) Rewrite the Queue implementation so that it supports resizing itself.

Answers
Question 1:

Question 2:

Question 3:

Replace  with this:


text:
Data Structures and Algorithms/Trees and Graphs

Tree
In computer science, a tree is a widely used abstract data type (ADT)—or data structure implementing this ADT—that simulates a hierarchical tree structure, with a root value and subtrees of children with a parent node, represented as a set of linked nodes.

A tree data structure can be defined recursively (locally) as a collection of nodes (starting at a root node), where each node is a data structure consisting of a value, together with a list of references to nodes (the "children"), with the constraints that no reference is duplicated, and none points to the root.

Alternatively, a tree can be defined abstractly as a whole (globally) as an ordered tree, with a value assigned to each node. Both these perspectives are useful: while a tree can be analyzed mathematically as a whole, when actually represented as a data structure it is usually represented and worked with separately by node (rather than as a set of nodes and an adjacency list of edges between nodes, as one may represent a digraph, for instance). For example, looking at a tree as a whole, one can talk about "the parent node" of a given node, but in general as a data structure a given node only contains the list of its children, but does not contain a reference to its parent (if any)

Definition
A tree is a data structure made up of nodes or vertices and edges without having any cycle. The tree with no nodes is called the null or empty tree. A tree that is not empty consists of a root node and potentially many levels of additional nodes that form a hierarchy.

Terminology used in trees

 * Root
 * The top node in a tree.

 * Child
 * A node directly connected to another node when moving away from the Root.

 * Parent
 * The converse notion of a child.

 * Siblings
 * A group of nodes with the same parent.

 * Descendant
 * A node reachable by repeated proceeding from parent to child.

 * Ancestor
 * A node reachable by repeated proceeding from child to parent.

 * Leaf
 * (less commonly called External node)
 * A node with no children.

 * Branch
 * Internal node
 * A node with at least one child.

 * Degree
 * The number of subtrees of a node.

 * Edge
 * The connection between one node and another.

 * Path
 * A sequence of nodes and edges connecting a node with a descendant.

 * Level
 * The level of a node is defined by 1 + (the number of connections between the node and the root).

 * Height of node
 * The height of a node is the number of edges on the longest path between that node and a leaf.

 * Height of tree
 * The height of a tree is the height of its root node.

 * Depth
 * The depth of a node is the number of edges from the tree's root node to the node.

 * Forest
 * A forest is a set of n ≥ 0 disjoint trees.

= Graph = In computer science, a graph is an abstract data type that is meant to implement the undirected graph and directed graph concepts from mathematics, specifically the field of graph theory.

A graph data structure consists of a finite (and possibly mutable) set of vertices or nodes or points, together with a set of unordered pairs of these vertices for an undirected graph or a set of ordered pairs for a directed graph. These pairs are known as edges, arcs, or lines for an undirected graph and as arrows, directed edges, directed arcs, or directed lines for a directed graph. The vertices may be part of the graph structure, or may be external entities represented by integer indices or references.

A graph data structure may also associate to each edge some edge value, such as a symbolic label or a numeric attribute (cost, capacity, length, etc.).

Operations
The basic operations provided by a graph data structure G usually include: Structures that associate values to the edges usually also provide:
 * (G, x, y): tests whether there is an edge from the vertex x to the vertex y;
 * (G, x): lists all vertices y such that there is an edge from the vertex x to the vertex y;
 * (G, x): adds the vertex x, if it is not there;
 * (G, x): removes the vertex x, if it is there;
 * (G, x, y): adds the edge from the vertex x to the vertex y, if it is not there;
 * (G, x, y): removes the edge from the vertex x to the vertex y, if it is there;
 * (G, x): returns the value associated with the vertex x;
 * (G, x, v): sets the value associated with the vertex x to v.
 * (G, x, y): returns the value associated with the edge (x, y);
 * (G, x, y, v): sets the value associated with the edge (x, y) to v.

Representations
Different data structures for the representation of graphs are used in practice:
 * Adjacency list
 * Vertices are stored as records or objects, and every vertex stores a list of adjacent vertices. This data structure allows the storage of additional data on the vertices. Additional data can be stored if edges are also stored as objects, in which each case vertex stores its incident edges and each edge stores its incident vertices.

 * Adjacency matrix
 * A two-dimensional matrix, in which the rows represent source vertices and columns represent destination vertices. Data on edges and vertices must be stored externally. Only the cost for one edge can be stored between each pair of vertices.

 * Incidence matrix
 * A two-dimensional Boolean matrix, in which the rows represent the vertices and columns represent the edges. The entries indicate whether the vertex at a row is incident to the edge at a column.

The following table gives the time complexity cost of performing various operations on graphs, for each of these representations, with |V | the number of vertices and |E | the number of edges.[citation needed] In the matrix representations, the entries encode the cost of following an edge. The cost of edges that are not present are assumed to be ∞. Adjacency lists are generally preferred because they efficiently represent sparse graphs. An adjacency matrix is preferred if the graph is dense, that is the number of edges |E | is close to the number of vertices squared, |V |2, or if one must be able to quickly look up if there is an edge connecting two vertices