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Portal talk:Perl

I'm surely not the best "teacher" for Perl around here, but I would like to get the ball rolling. I went ahead and wrote a casual Introduction to Perl, including a link to Perl.org which I shall start a page about as a local resource for building the project and gathering materials.

If you wish to learn or teach Perl, make suggestions about organizing the topic, what to include or how to proceed, just jump on in here. Be sure to get yourself enrolled! CQ 20:16, 10 October 2006 (UTC)

Programming:Perl at Wikibooks
Programming:Perl at Wikibooks looks like a fairly valient effort to build a reference for helping learn and teach perl. It was made by several contributors and has had reasonably recent activity. I'm not crazy about the way it flows, but it should definately be given some credence by this project. Perhaps we can import the Wikibook to Wikiversity and refactor it a bit. Please have a look and comment here.

Links to Perl docs at search.cpan.org
The references section had an apparent wish list of perl documentation. I made links to the references sections on search.cpan.org, which is a site that displays current CPAN modules and documentation.

I have not added all the docs that appear in "perldoc perl". I can after confirming this is what the topic participants would like to do. Ikluft 22:34, 21 July 2007 (UTC)

 * OK, that got no complaints. And I was even welcomed as a new user. :-)  I added the rest of the "perldoc perl" page links for Perl 5.8.8. Ikluft 11:39, 3 September 2007 (UTC)

CPAN modules for Wikiversity Perl training
Since part of the power of Perl is the breadth of classes available on CPAN, I had the idea to make CPAN modules named Wikiversity::Something for each lesson. An introductory lesson would have to start with building and installing CPAN modules. Then we start requiring our own Wikiversity-specific modules out of CPAN in order for students to run code samples or test exercises for successful results. This can be used as the foundation of all the Wikiversity Perl training. It provides the student with positive reinforcement that their code has met the requirements of an exercise. Ikluft 08:55, 3 December 2007 (UTC)
 * OK, I added the first page to use this idea at Perl Modules on CPAN. I uploaded to CPAN a corresponding Perl module Wikiversity::Hello for this lesson. Ikluft 12:46, 3 December 2007 (UTC)

Adding a good Beginner's Book
I purchased the Camel Book to try to teach myself Perl (Programming Perl) and found it a little bit daunting and hard to access as a first-time Perl user/programmer. As such, I spent a lot of time trying to find better "First-Timer" Perl books and stumbled upon this one. So far its been the best book I've found regarding learning the basics of Perl. To the best of my knowledge it is an "open book" and can therefore be referenced and linked to without restriction. Nonetheless, I wanted to get some other folk's take on if it is appropriate to reference another author's work and, if so, where I should post the link to the pdf files or website. (Also, if this book already exists somewhere on wikiversity then I didn't want to double post it). Any thoughts regarding a reference materials section and this particular addition to it? BJ Covert Action 18:42, 16 January 2009 (UTC)

 * Thank you for telling me about that book. Simon Cozens's book looks excellent.

 * It is always appropriate to reference another author's relevant work, whether or not that work is "open". A person who does not reference the source of his information may be committing plagiarism, whether or not that source is "open". It is mandatory to have references, even when the work referenced is non-open and non-free, according to the Wikipedia:WP:SAYWHEREYOUGOTIT guideline and Wikipedia:WP:SOURCEACCESS policy. I assume that Wikiversity guidelines and policies are similar.
 * Sir Tim Berners-Lee (the one who invented the World Wide Web) has a few things to say on whether it is "appropriate" to link to some other web site at "Links and Law: Myths".
 * I think the Wikiversity "Perl.org" resource looks like a good place to link to that book. Alternatively, or perhaps in addition, any page where you add information you got from that book, you could add a footnote to a "References" section at the bottom of the page, using the FAQ/Editing mechanism, perhaps in combination with Template:Reflist -- see Special:WhatLinksHere/Template:Reflist for many examples.
 * Where is any page at the Wikiversity that suggests that it is ever inappropriate for me to reference or link to the source where I got my information? --DavidCary 20:02, 3 February 2011 (UTC)

Code/Projects Database?
If there is one thing I have figured out over my years of programming its that you can't truly learn (or teach) a programming language without actually using the language extensively. One of the problems I've always had when learning a new language is trying to come up with different applications/routines/projects that I could program to help develop my skills. I wonder if it would be helpful to people learning Perl to have a projects or assignments database somewhere in the Perl category which just lists ideas for fun/cool/useful things that a new beginner could try to code up in Perl. Of course, there are various examples in most books, but there is nothing quite as fun and fulfilling as being given a task that says:

"Design a program that _____'s" and then having to figure it out for yourself.

Perhaps if we started posting project ideas we could start tagging them with labels like beginner, intermediate, and advanced? BJ Covert Action 18:48, 16 January 2009 (UTC)

title: Portal talk:Perl


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Perl/Introduction

Perl is a general-purpose interpreted programming language developed beginning in the late eighties by Larry Wall and friends. The name is not an acronym, however it is often associated with the "backronym" Practical Extraction and Reporting Language. Originally developed for exhaustive text manipulation, Perl has become the language of choice for a large base of system administrators, web developers, network programmers, database engineers and many others. I like it because the syntax and structure make sense to me and Perl can do a lot of tedious repetitive chores for me. I also like Perl's big friendly community.

 * Perl motto: There's more than one way to do it. -Larry Wall-

Why learn Perl?
Wall and others affectionately extend the acronym to mean pathologically ecclectic rubbish lister. Perl has been called the "swiss army knife" of programming languages, a "glue language", the "duct tape of the Internet" and many other things. Perl borrows features from C, shell scripting (sh), AWK, sed, Lisp, and other tools familiar especially to those who are acquainted with Unix, the BSDs, Linux and open source software.

Perl is free software, licensed under both the Artistic License and the GNU General Public License. Distributions are available for most operating systems. It comes as standard equipment in most distributions of Linux, FreeBSD, and Mac OS X. It can even be installed on Microsoft Windows systems. A good place to find out more about perl is at Perl.org which provides a myriad of links to that big friendly community I mentioned earlier.

We've got a ways to go building a nice curriculum for Perl here at Wikiversity, so spread the word and let's get started, shall we? cq

Up:../ | Next:../Perl.org/ - Perl online resources

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

title: Perl/Introduction


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title: User:Sebbot/Log/2006-10-10


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User:Ericblazek

Hello All,

Send me email at ericblazek@ou.edu

Areas of interest:

 * Knowledge Management
 * Computer Science
 * Religious Studies

title: User:Ericblazek


text:
Perl/Perl.org

Perl.org is perhaps the best starting point for learning about Perl. It calls itself The Perl Directory.

What's there?
Perl.org answers the question, What is Perl?:
 * Perl is a stable, cross platform programming language. It is used for mission critical projects in the public and private sectors and is widely used to program web applications of all needs. See learn.perl.org

The Perl Directory

 * 1) About Perl – You can learn about Perl's history, success stories, and where to get downloads
 * 2) CPAN – the Comprehensive Perl Archive Network and "source for all things Perl" is the main repository for Perl modules, scripts, binaries, ports, source code, documentation and a host of other goods.
 * 3) Perl Core Development – Links to dev.perl.org sites about Perl 5, Perl 6, Parrot, Pugs, and others new developments, bug reporting and fixing and so forth.
 * 4) Application Programming – Links to CPAN's exhaustive module list, dbi.perl.org for database programming and to perl.apache.org, where an embedded perl interpreter called mod_perl is provided for the Apache web server.
 * 5) Events and Conferences – YAPC.org (Yet Another Perl Conference), The O'Rielly Perl Conference, local meetings, Summer of Code, etc. Perl people like to congregate.
 * 6) Online Documentation – Links to the all-important perl manual pages at perldoc.perl.org. Also to FAQs, mailing list archives and other documentation.
 * 7) Books and Articles – Links to the Perl Review, Perl.com, PerlCast, reviews, library and where to find the famous "Camel Book", "Llama book" and others.
 * 8) The Perl Community – Links to Perl Mongers, Perl Monks, Mailing lists, Planet Perl, use Perl and the rest of the big and friendly Perl community.
 * 9) The Perl Foundation – The umbrella organization for various Perl projects (as the Wikimedia Foundation is to Wikiversity)

title: Perl/Perl.org


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Wikiversity:In the media

How does the outside world see Wikiversity?

Please add here any mention of Wikiversity in the media.

Web

 * March 2012
 * "Just as an FYI, Wikiversity has been placed among the 'top picks' for this Google+ education list. It has been shared over 2000 times since its original posting."Wikiversity user: Jade Knight in the Wikiversity:Colloquium/archives/March 2012..

 * November 2008
 * 'Free Software Gets An Education
 * Wikiversity Gains Momentum
 * Wikiversity eyes strong growth over next few years

 * October 2006
 * The Pacer: "Five web sites to learn something, do something, or kill time" - short page which briefly mentions Wikiversity. (10th October, 2006)

 * December 2005
 * The Chronicle of Higher Education: "Wikipedia, the Free Online Encyclopedia, Ponders a New Entity: Wikiversity" (16th December, 2005)
 * New structures for lifelong global education chapter of The Future of Higher (Lifelong) Education
 * Wikiversity: Una universidad online abierta al saber

Unsorted

 * wikiversity "Conference Review" by Peter Mulholland; Journal of Emergency Primary Health Care; Vol.4, Issue 4, 2006. ( pdf version)
 * Topps, D. "Sharing medical educational resources using free and open-source software." in 7th Annual WONCA Rural Health Conference - Transforming Rural Practice Through Education. 2006. Seattle, WA, USA.
 * "Access to Global Learning: A Matter of Will" by Steven R. Van Hook; Education Resources Information Center; (ERIC Document No. ED492804); April 27, 2006.
 * "Organic Education: Nine Best Internet Tools" by John Paull.
 * "Using Wiki to Promote Collaborative Learning in Statistics Education" by Dani Ben-Zvi; Technology Innovations in Statistics Education; Volume 1, Issue 1, 2007, Article 4; Page 4.
 * "One Laptop Per Teacher: Content and Curriculum for (in-service) Teacher Training" by Ian Kennedy, Delia Pass and Roxan Cadir; Proceedings of Society for Information Technology and Teacher Education International Conference 2007; pp. 2564-2569.
 * "Bootstrapping a Semantic Wiki Application for Learning Mathematics" by Claus Zinn.
 * "Beyond Difference: Reconfiguring Education for the User-Led Age" by Axel Bruns; Proceedings ICE 3: Ideas, Cyberspace, Education.
 * "The Challenges and Successes of Wikibookian Experts and Wikibook Novices: Classroom and Community Collaborative Experiences" by Suthiporn Sajjapanroj, Curt Bonk, Mimi Lee and Meng-Fen Grace Lin.
 * "Wiki or Won't He? A Tale of Public Sector Wikis" by Marieke Guy; Ariadne, Issue 49; October 2006.
 * "Wikis and Wikipedia as a Teaching Tool" by Piotr Konieczny; International Journal of Instructional Technology and Distance Learning;January 2007, Vol. 4, No. 1.
 * "New-Media Art Education and Its Discontents" by Trebor Scholz.
 * "Wikiversity; or education meets the free culture movement: An ethnographic investigation" Norm Friesen, Janet Hopkins (First Monday, Volume 13 Number 10 - 6 October 2008

title: Wikiversity:In the media


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title: User:Sebbot/Log/2006-10-11


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User:Morley/Sandbox

= Sandbox =

Examples Project

 * Placeholder

{| style="border-spacing:8px;margin:0px -8px" width="100%" {| width="100%" cellpadding="2" cellspacing="5" style="vertical-align:top; background-color:#F5FFFA" !  {| width="100%" cellpadding="2" cellspacing="5" style="vertical-align:top; background-color:#F5FFFA"
 * class="MainPageBG" style="width: 55%; border:1px solid #084080; background-color:#F5FFFA; vertical-align:top;color:#000000;font-size: 85%"|

Demo of Box within a Box within a Box
*a leading space at the start of this line created this dreaded box effect.

Main Page
!

First time here?
Welcome. Click for an introduction to the Wikiversity.
 * }

Returning visitors, please log in before proceeding.

Quick Links

 * }
 * }

title: User:Morley/Sandbox


text:
School talk:Computer Science/School News Archive

Which school? Might want to pick a different name. The Jade Knight 03:05, 11 October 2006 (UTC)
 * I moved School News Archive to Computer Science/School News Archive. --JWSchmidt 03:26, 11 October 2006 (UTC)
 * Ah, that's a better place for it. The Jade Knight 04:32, 11 October 2006 (UTC)


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Talk:Mathematical induction

Mathematical Induction is the "dominoes theory" of proof. It is often used when you want to prove something is true for every whole number, but don't have time to prove all the infinite cases one by one. It has two parts: line up the dominoes, and knock over the first one. Lining up the dominoes means you prove that if the statement is true for one number, it's true for the next number. Knocking over the first domino is just proving that it works for the first number (usually one.) Mathematicians call these the Induction Step and the Base Case.

For example: Suppose you want to prove that 1+2+3+...+n = n(n+1)/2. What you do is first show that if it works for k, then it works for k+1. Note: To prove an if-then statement, you assume the "if" part is true, and show the "then" part has to be true. So here, we assume 1+2+3+...+k = k(k+1)/2 for any one k. (No, this isn't circular reasoning, it just looks like it!) What we have to show is that 1+2+3+...+k+(k+1) = (k+1)(k+1+1)/2. How? We use our assumption, and substitute it on the left. So we get k(k+1)/2 + (k+1)= (k*k +k)/2 + (2k+2)/2= (k*k +3k +2)/2= (k+1)(k+2)/2 (by factoring) =(k+1)(k+1+1)/2 so it works. What did we just show? We showed that IF the formula works for k, THEN it works for k+1. And we didn't say what k was in advance. This means that we've proven that: if it works for 1, it works for 2, and if it works for 2, it works for 3, and if it works for 3, it works for 4, and so on. We're done lining up the dominoes. But we're not done! We haven't knocked any dominoes over yet! There's one more step: the Base Case. We have to knock over the first domino. When n=1, 1+2+3+...+1 just means "1", and n(n+1)/2 means 1(1+1)/2=1. So since 1=1, the first domino has fallen. And since if it works for 1, it works for 2, we know that the formula works for 2 now. And since if it works for 2, it works for 3, we know the formula works for 3 now, with no extra work. And since if it works for 3, it works for 4, and so on, we know the formula ALWAYS WORKS. We've proven it for every natural number! That's mathematical induction.

There's also a fancier version called Strong Induction, which is a lot like setting up those pretty branching lines of dominoes. Essentially, you get to assume that the formula works for every number up to k, and then have to show it works for k+1. This is good for problems where you can cut the problem up into something smaller, but not necessarily one unit smaller.

title: Talk:Mathematical induction


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User:ArrowStomper

My name is Aaron Brannon and I can be contacted at DDRArrowStomper@hotmail.com

I am currently trying to learn Python and have noticed that the books take about a page to explain something that should take one paragraph. I also do not like the order in which the books are written. I am going to write lessons for Python from the books as I learn, but I'm going to try to put everything in logical order and be much more concise.

I also have an interest in psychology and am going to read the work in those classes, although I don't believe I will be creating any classes there because of my lack of knowledge on the subject and my time being spent writing the Python class.

title: User:ArrowStomper


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Python Concepts/Operators

Operations
There are certain things that you can do with all of the types. You can do simple math, index, slice, and check for membership. You can also use the Format Specifier in strings.

Simple Math
Math is very straightforward in Python. + adds, - subtracts, / divides, and believe it or not * multiplies. The main thing to comment on is %. % performs a division and then returns the remainder. This is called the modulus operation.

Type:

Now Type:

The % command can be used to find out if something is even or odd or if it is a multiple of some number. Here is some code that may be a little advanced for you right now. Just type it in and know that within a couple of lessons you will understand it fully. When you type  it must be indented greater than the last line. For example, we need to indent the code by at least one spaces or tab.

Like C++ or Java, Python knows 2 different types of "Equality" ("="): Equality as a command or assignment of a value ( meaning make variable   equal 2); and Equality in conditions or tests ("if a == 2 ..." meaning that variable a is checked and not assigned). In the first case, use the single equal-sign "="; in the second case use the double equal-sign "==".

Type:

You can also use variables, and elements and values in simple arithmetic.

Type:

That is how the variable works.

Type:

This is how you use elements from a list to preform arithmetic operations. It should be clarified that x[0] = 1, x[1] = 2, and x[2] = 3.

You can also add and multiply strings, tuples, and lists. Type:

That is how you do arithmetic with values from a dictionary. Don't forget to use quotations around the keys unless you use integers as the keys. Spend a couple of minutes messing around with this stuff, its fun and it'll help you remember it better. You may also add strings, tuples, and lists.

Concatenating
To add two strings together - to do this you just type the first string, an addition sign, the second string.

Type:

You can do the same with variables referring to strings. Type:

You can do the same with tuples. Type:

It works the same with lists. What you cannot do is combine two different kinds of types. Type:

Multiplying types
Multiplying is very easy and straight forward. Type:

Now with a tuple. Type:

You cannot do the same with dictionaries; that would make multiple keys with the same entry name, which isn't valid in Python.

Type:

Indexing
You have already learned how to index in lesson 2. When you typed x[3] you were indexing. You may also index a string without first making a variable represent it.

Type:

simple enough.

Slicing
Slicing is used to access a range of elements the way that indexing accesses one element.

Type:

The numbers that you enter after the variable (the [14:32]) are called indices. The way the last one works is hard to understand at first. I'll do another example to make it clear.

Type: It prints out the 2 because it starts numbering at 0, but the reason it prints out the 3 instead of the 4 is because it counts the  that you entered as the end point and does not include it. Seems weird at first but easy to get used to.

You may also use negative numbers as the indices. If you only use one negative index  Python will print starting with the element selected and go until the end of the string, tuple or list. This works for positive indices as well. Python will print the first 3 elements of.

Another thing that you can do when splicing is enter the step index. Type:

You may also just use the step index. Type:

You can do this to find every other element or every third or whatever your needs require. You may also make the step index negative. By doing so you make the elements return starting with the last one.

Type:

To reverse a string (or any sequence):

When the step index is negative it is important to remember to make sure that the first index is calling an element that comes later in the string, tuple or list than the second element. Just as in the last example  is representing   while   is representing.

The Format Specifier
You are going to use this versatile command constantly. Type: What the percent sign does is hold the place in the string and let you tell Python what to put there at the end of the string. The s behind the % tells Python to expect any input. If you neglect the s, Python will automatically assume it to be %d, which causes Python to expect a numerical value. Be sure to define it correctly, or the script won't work.

title: Python Concepts/Operators


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Dirichlet conditions

Dirichlet conditions guarantee that a periodic function $$x(t)$$ can be exactly represented by its Fourier transform.

Readings

 * Dirichlet conditions

Condition 1
The function must be absolutely integrable over a single period $$T$$. This is equivalent to the statement that the area enclosed between the abcissa and the function is finite over a single period.

$$\int_T|x(t)|<\infty$$

Condition 2
Given any finite period of time the number of local maxima and minima of $$x(t)$$ within that period is finite.

Condition 3
Given any finite period of time there is a finite number of discontinuities in the function $$x(t)$$

title: Dirichlet conditions


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Buddhist Studies

Welcome to the Wikiversity Department of Buddhist Studies The Department of Buddhist Studies is part of the School of Theology and is a content development project for learning resources related to Buddhist studies. It is not the intent of this department to preach about Buddhism, but embark on a scholarly studies of Buddhism as a subject. Buddha himself had played a role as an exemplar, guide and teacher for those sentient beings who must tread the path themselves, attain spiritual Awakening, and see truth and reality as they are. Here, we focus on critical examination of both the facts and myths, truths and legends, the implications and the philosophy resulting from the spread of Buddhism.

Embarking on a scholarly studies of Buddhism as a subject, requires an open mind. Buddha himself had played a role as an exemplar, guide and teacher for those sentient beings who must tread the path themselves, attain spiritual Awakening, and see truth and reality as they are. Here, we focus on critical examination of both the facts and myths, truths and legends, the implications and the philosophy resulting from the spread of Buddhism.

Ironically, the most important question in the study of Buddhism is whether or not it is accurate to think of Buddhism as a religion. Buddhism is best approached as a systematic social education. As such, the study of Buddhism is very much both about methodology as well as understanding the historical as well as current context. The rich spiritual tradition cannot be ignored. The main themes of Buddhist thought in its many forms, are identified and discussed. The enormous diversity of the spiritual tradition including its classical eastern manifestations are emphasised. Of interest is the recent growth of Buddhism in the West, and how it responds to contemporary needs.

You can begin the learning process at the coordinating page: Buddhism.

The Department's Vision
The department is not out to write a text book of Buddhist Studies. We focus on writing classes in line with the Vision  behind Wikiversity. This course is not simply a replica of information found elsewhere but a framework for our students to explore the web for resources.

Current authors in this department include: DErnestWachter, email:[mailto:dewnada@icloud.com dewnada@icloud.com]

Conversion of Your Credit Hours to Diploma and Degrees
There are currently no plans for the conversion of the accumulated credit hours and grade point average to the appropriate diploma and degrees. Discussion is on-going at this moment (1 July 2005) and a decision is expected to be finalised by end-March 2006. And will be announced in this section.

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Ada/Overview

Introduction
Ada was developed under a US Department of Defense contract from 1977 to 1983. Its main goal was to develop a language to replace, in sorts, the various hundreds of languages then used by the Department of Defense. What resulted is strong-typed and modular programming language that is used widely in mission critical systems. It was originally targeted at embedded and real-time systems, but as seen a wide range of applications, especially in the defense community.

Prerequisites

 * 1) A basic knowledge of programming. Familiarity with an Algol-based language, such as C, C++, or Pascal, will be useful.
 * 2) A Linux operating system, preferably Ubuntu. This can be run as a virtual machine with software like Oracle's VM VirtualBox.
 * 3) Strong desire to learn.
 * 4) Patience and time to learn. No language is learned overnight and one certainly cannot expect to develop full-blown applications after only 2 weeks of learning any language.

Course description
This course is designed to introduce the student to the basics of the Ada programming language, enough to understand what is going on and how to further proceed with learning more about its applications. This course is not designed, as of yet, to introduce the student to the full power of Ada. Most program examples are text-based console applications developed on the Linux operating system.

Links

 * Wikipedia: Ada (programming language)
 * Wikibooks:Ada programming tutorial

title: Ada/Overview


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Talk:Ada/Overview

Please, Help me to structure this course. Gibrel 14:06, 11 October 2006 (UTC)

title: Talk:Ada/Overview


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User:Rache

i'm rachael im 12 years old from glasgow. i can speak french (not fluently) English, which is my native tounge, a bit of arabic and italian, and will soon start learning spanish and german with my school. i wantr to be able to speak more that two languages fluently.

title: User:Rache


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Talk:Lua

Lua
If you know a bit about Lua, please help to structure a couse about it. Thanks. Gibrel 14:12, 11 October 2006 (UTC)

 * Shouldn't this be under Topic:Lua? --99.173.27.187 11:59, 18 December 2009 (UTC)

 * The discussion of the structure should be under Topic:Lua. The content itself should be in main space under Lua.  See Namespaces for details.  -- Dave Braunschweig (discuss • contribs) 19:42, 4 December 2013 (UTC)

Lessons
I've organized the main page and a few subpages, moved the original Introduction lesson under the learning project, and added a Scribunto/Lua lesson to get people started. Is this what you had in mind? What's next? -- Dave Braunschweig (discuss • contribs) 01:51, 5 December 2013 (UTC)

Use of Module:Sandbox
So far it has been OK using Module:Sandbox: the history shows that only you and I have been active on it. However it strikes me that if more people get involved at the same time there could be all sorts of dysfunctional interactions. I have also started Module:Leuthasb1 to muck about in (my username;sb for sandbox;1 because I may need several). Does this seem like a good practice, or is there a better way of handling this. Leutha (discuss • contribs) 03:18, 8 December 2013 (UTC)

 * I was looking at how Wikipedia does this. They have user sandboxes under Sandbox.  So I might have Module:Sandbox/Dave Braunschweig, and you might have Module:Sandbox/Leutha.  I personally like this approach, as it keeps everything sandbox-related in a single 'learning project'.  -- Dave Braunschweig (discuss • contribs) 04:17, 8 December 2013 (UTC)

OK that sounds good. Better to have a consistent approach.Leutha (discuss • contribs) 09:16, 8 December 2013 (UTC)

title: Talk:Lua


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Wikia

Wikia, formerly known as Wikicities are wikis for an array of special interest groups, colleges, universities, fan bases and a host of other club-type entities. Many of these are interested in participating at Wikiversity within their topical areas. An effort is being put forth by MetaCollab Wikia to make the process of linking Wikiversity topics, and Wikia communities of interest through a new topical matrix program.

Reaching out
Wikiversity outreach: Wikiversity participants are invited to list their topics below to opt in to the Wikia collaboration process, without leaving the Wikiversity domain. Simply provide a link to your school, department or topic with a brief description. Meta Collab will do its best to promote each Wikiversity entity at its appropriate place in the growing List of Wikia (nearly 2000-strong as of October 2006).

Topic:Computer programming
Computer Programming is a Division of the School of Computer Science. This will contain lessons on learning programming languages, learning software abstraction, algorithms, data structures, as well as different stages to computer programming, including design, testing, and maintenance.

Category:Programming at wikia.com

Topic:Perl
Topic:Perl (pending)

More information
Once your Wikiversity school, division, department, topic or project is entered into Wikia:Collaboration:Wikiversity/Topics, an announcment containing links to related wikia and other discoveries will be announced on Talk:Wikia. Meta Collab's listing will be preloaded using Browse, but entities here must opt in to activate the process.

You may start your own planning guide of your own Wikia Wiki! Just add your wiki name and "Wikia" as the title.

title: Wikia


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Programming Logic/Variables

Variables and Conditionals, lesson 1

Focus
In this lesson, you will expand your knowledge on the use of variables and conditional statements.

Introduction
In Introduction to Programming you learned that computer programs are sets of instructions that computers follow. In nearly every program written, the program must store information supplied after the program was created. Such information may include user input, custom settings, or calculated values. Because this information can vary the term variable is used to describe the element of a program which stores this information. For example, a  variable could contain "Jack" or "Jill" or any other value. Consider the following VBScript example:

Dim name name = "James" MsgBox name

If you are running windows, create a new text document called "variable_demo.vb" then copy-and-paste the above code into the file and save it. You can then double-click the file to execute the code (if you get a security warning, click Yes or OK as needed). Notice that the message that pops up says "James".

Now modify the file to change the value of  to "Jimmy":

Dim name name = "Jimmy" MsgBox name

Execute the file again and notice that even though the  line did not change, the message that pops up says "Jimmy". This is because the value stored in the  variable has changed.

An extremely common example of a computer program is a calculator. The user can give the calculator program input such as numbers and mathematical operators, but how does the calculator program handle the information given to it? In this section, you will learn how and why programmers use variables.

The Calculator Program: A Closer Look
In the above examples, a user wishes to use a computer program to add two numbers together. For simplicity, let us assume that the computer program is designed explicitly to add any two numbers that the user enters at the command prompt.

Enter the first number to be added  : 4 Enter the last number to be added   : 2 The total is 6.

The pseudocode for this program would look something like this

1. Ask the user to "Enter the first number to be added" and remember it as $FIRST. 2. Ask the user to "Enter the last number to be added" and remember it as $LAST. 3. Remember the result of $FIRST + $LAST as $RESULT. 4. Tell the user that "The total is " $RESULT.

More to come!

Related Lessons

 * Introduction to algorithms

title: Programming Logic/Variables


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PHP/Assignment Answers

Introduction to PHP
Today's assignment was to create a function that takes a name, an age, and a height, and outputs a sentence using all of these variables. Also, to call the function using a combination of variables and literals.

Without further ado, let's take a look at the script:

title: PHP/Assignment Answers


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User talk:KJ~enwikiversity

Hey, I'm a newbie to the Wiki-life, but am looking forward to helping out and creating free information. KJ 17:44, 11 October 2006 (UTC)

More PHP activities
Hi KJ!! I'm also a relative newbie, but have been working on some PHP stuff in the Web Design topic. Thought you might be interested... perhaps we can help each other out.

I've posted a comment on the discussion of your topic:
 * Talk:Introduction_to_PHP

Michaelnelson 10:31, 5 November 2006 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called KJ. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name KJ~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 23:40, 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) 06:12, 19 April 2015 (UTC)

title: User talk:KJ~enwikiversity


text:
User:KJ~enwikiversity

Hey, I'm a newbie to the Wiki-life, but am looking forward to helping out and creating free information. KJ 17:44, 11 October 2006 (UTC)

title: User:KJ~enwikiversity


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Talk:Wikia

Browse is being used to preload an academically-tempered, Wikiversity-biased Wikia:Collaboration:List of Wikia. Get on board here.

See Wikiversity outreach, Wikia:Collaboration:Wikiversity and Wikia:Collaboration:Wikiversity/Topics and their talk pages for more information. CQ 18:05, 11 October 2006 (UTC)

title: Talk:Wikia


text:
Talk:PHP/Introduction

Restructuring of Lessons
I am not the most experienced user on Wiki (very new in fact). Maybe it would be a good idea for someone to create an index page for lessons. I think the basic introduction is complete, and would like to add more pages, but a standard format for lessons and an index are needed! KJ 18:12, 11 October 2006 (UTC)

Other PHP lessons/activities
Hi KJ, I've been building some activities under the Web Design topic that might be useful:
 * Web_Design/Dynamic_Websites/Responding_to_HTML_Forms
 * Web_Design/Dynamic_Websites/Calculating_Totals_and_Discounts
 * Web_Design/Dynamic_Websites/PHP_Challenges etc.

Maybe we could merge/work together or something? Michaelnelson 10:25, 5 November 2006 (UTC)

Added PHP Sessions
I have created a new article, PHP Sessions. I am wondering if you guys could give it the once over, and suggest a place where it could fit in in this Introduction. Maybe another section for more 'intermediate' PHP concepts could be found. Thanks,

Punkstar 15:00, 13 April 2007 (UTC)

== click the next internet page ==

Superb material, Kudos.. A lot of thanks. Loads of stuff! You revealed it adequately!

== kontantlaan ==

You basically expressed it exceptionally nicely!. Kudos! Plenty of material. You actually revealed this really well.

title: Talk:PHP/Introduction


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Wikiversity talk:Outreach

The counterpart of outreach is feedback. CQ 18:25, 11 October 2006 (UTC)

Meta Collaboration
Meta Collab (Wikia) was here. Meta Collaborator let's-collaborate 18:33, 11 October 2006 (UTC)

Gelfand Correspondence School
Correspondence school is a thing which can be run efficiently on Wikiversity. There probably is a number of people who may want to do this kind of thing but are daunted by the responsibility. They may do it here in the wiki fashion. Gelfand's correspondence school is another example (but I think they would prefer to do it by themselves).

--Hillgentleman|User talk 03:36, 25 November 2006 (UTC)
 * Soviet Era: http://www-history.mcs.st-andrews.ac.uk/Biographies/Gelfand.html
 * Rutgers Era: [i.e. now] http://gcpm.rutgers.edu/

 * You're absolutely right that a correspondence course could be conducted within Wikiversity - it inherently lends itself to such a thing. Are you considering here that we could contact existing correspondence course facilitators and suggest that they could start up an initiative via Wikiversity? Personally, I cannot see anything wrong with anyone doing this. However, this might be a lot of work - "correspondence course" gave me "about 927,000" hits on Google! But if you want to start with this one to sound out their opinions on the matter, please feel free to go right ahead... Cormaggio talk 12:40, 25 November 2006 (UTC)

 * The success of a correspondence school depends on the dedication of its participants, and, initially at least, the reputation of the instructor. What we can do here is to set up a good infrastructure and hopefully to attract the good scholars when the time is ripe.---Hillgentleman|User talk 23:34, 25 November 2006 (UTC)

WikiEducator
It's not completely clear what direction WikiEducator will take or how a relationship could be forged but I think that there are strong crossovers between the two. There are definately aspects of WikiVersity that are stronger than in WikiEducator, but there is also a somewhat more refined vision of what kind of content might emerge on WikiEducator and some pretty motivated people are already developing resources. BrentSimpson 22:51, 14 December 2006 (UTC)

Wikipedia
At Wikipedia a culture of discouraging discussion of topics vs. actual suggestions of how to improve articles has emerged. Often when working with articles one runs across budding conversations where someone is trying to understand something which is cut short with a reference to various policies of "No chit chat", "Not place to discuss topics", etc. I think this is a prime opportunity to invite interested parties to come to Wikiversity to have educational dialogues. Even if the dialogues need to be deleted later as non generic non useful materials, it is my view that the effort is a solid investment by exposing some potential participants to Wikiversity. Mirwin 16:48, 25 September 2007 (UTC)
 * There is precedent and support for placing a sister wiki link on Wikipedia articles where resources exist here, and, at present, we are looking at creating a generic template that might be added to w:Template:Not a forum which would point to a page on Wikiversity showing how to set up discussions here on pretty much any topic of possible educational value, we are a site dedicated to not only the development of "educational materials," but also "learning by doing," and discussion is a crucial part of all higher education. So I'm creating a subpage here for a Wikipedia outreach project, to organize this effort instead of merely suggesting it. --Abd (discuss • contribs) 18:07, 26 January 2014 (UTC)

outreach pages from institutions
The following was copied from here. This was part of a WV:RFD discussion on a page promoting South Mediterranean University. That page was a cut and paste from the SMU website, and was deleted as a copyright violation. --mikeu talk 11:56, 15 April 2008 (UTC)

 * I add this here to raise discussion about our Outreach policy and its implications. The above page, as it stands, looks like advertising (which it pretty much is). However, we say on our outreach page that we would allow a page on Wikiversity for institutions we were doing some outreach to/from. This was proposed so that the institution could give some information about themselves, and to organise their Wikiversity outreach activities. I personally think the above page goes too far down the line of advertising, but I am aware that "the line" is not at all defined. I would outline a first stab as:
 * Outreach pages must be categorised as outreach pages
 * Outreach pages must be used as organising pages for clear outreach activities (or intentions to organise such activities)
 * Outreach pages may only give minimal (one paragraph) introductions to their institution which conform to NPOV (ie would be acceptable as first paragraph introductions on Wikipedia)
 * Comments on this, the above page, or anything else that might be related? Cormaggio talk 15:57, 1 April 2008 (UTC)

title: Wikiversity talk:Outreach


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User:Godlord2

Well, here is my Wikiversity page. If you care to know about me, head to my Wikipedia page. My Other Page

title: User:Godlord2


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Filmmaking Basics/Thumbnail Storyboard/Picking narrative music for a scene

 * Lesson #004 - Creating the Thumbnail Storyboards
 * Page 3 - Don't forget the Narrative Music!!!

 * The pages of this lesson are…
 * Title page which has the links to the require reading.
 * Page 1 - What are thumbnail storyboards? And what programs do I need?
 * Script: The Unformatted Script - Print this page use it as a guide.

 * Page 2 - How to Draw Thumbnails Storyboards
 * Here are very simple Thumbnail Storyboard Examples.
 * Page 3 - Don't forget the Narrative Music!   → You are here!

 * Current Location
 * Wikiversity (English) $$\Leftrightarrow$$ Humanities $$\Leftrightarrow$$ Art and Design $$\Leftrightarrow$$ Fine Arts $$\Leftrightarrow$$ Film and Television $$\Leftrightarrow$$ Narrative Film Production $$\Leftrightarrow$$  Course #01 - Learning the Basics of Filmmaking $$\Leftrightarrow$$  Lesson #004: Thumbnail Storyboards   $$\Leftrightarrow$$  Page 3 - Don't forget the Narrative Music

How Many Actors?
The most important thing to understand about this movie is there are four actors in this scene. The three visable actors are

 * The Poster for Star Wars
 * The old person
 * The young person

The fourth actor is invisible. The fourth actor is the narrator… which is the music.

This is important because you need to storyboard for the narrative music. If narrative music is playing for 3 seconds, you might need to add a frame that explains this.

The Musical Narrator
This motion picture would be a really dull movie if all you have is just two people talking. That is why you need narrative music… which is music that acts like an invisible actor who narrates the story… and more importantly, adds and hightens the moods in the movie.

Narrative music is not like background music which plays softly in the background. Narrative music is in-you-face music that talks to the audience. That is why you must treat the narrative music like another actor in the scene (which is a bit awkward when you are storyboarding since this actor, the narrative music, is invisible.)

Narrative Music in the Movie Script?
What makes all of this so confusing is that the narrative music is NOT explained in the movie script. Look again at the movie script. Then look at the original story. Most of the information you need for the music is in the original story, not in the movie script.

"And you thought this would be simple?

Identifying the Narrative Music in our movie
This movie is 60 seconds long (or maybe even as short as 45 seconds.) 60 seconds does not give us much time for a lot of narrative music.

Start by identifying the most important parts of the story. That will be where narrative music is needed.

 * The first time we see the poster for Star Wars. (Obviously, you must stop all action while the music for the poster dramatically announces the poster)
 * When the old person thinks of an answer to the young person's question. (This can be just one or two notes.)
 * When the young person is thinking. (The young person can stand there thinking for as long as you can have really entertaining and expressive music… but you would problem want to move the camera at the same time.)
 * When the old person smiles. (Does Yoda have a theme?)
 * When we see them walking home in Port Islee.

Most of these musical cues are less than 3 seconds. Only the first and the last can be longer without seeming to be odd.

There will also be background music to enhance parts of the scene but this music is played on top of the dialog (at the same time as the dialog). Therefore, we do not have to worry about the background music during the storyboarding process.


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User:Read-write-services

Wikiversity Domain
Hello My name is Richard.

I am a Writer with skills and knowledge and an interest in Human Biology. I hold qualifications in Magnetic Resonance Imaging and Nuclear Medicine as an Engineer. My day job is as an Instructor. I teach Electronics, Radio Communications and Navigational Aids to technicians and engineers.

Work I am currently undertaking:

various work involving Human Biology, specifically

http://en.wikibooks.org/wiki/Cell_biology

http://en.wikipedia.org/wiki/Ebola

http://en.wikipedia.org/wiki/Virus

http://en.wikipedia.org/wiki/Magnetic_resonance_imaging

and

http://en.wikipedia.org/wiki/Marburg_virus

--Read-write-services 23:38, 11 October 2006 (UTC)

title: User:Read-write-services


text:
Media

Media (or medium) means convey. The some of organs of humans and animals detect changes to their environment and transfer they to the brain.These are called "Sensory organs", and through our Sensory organs, we are aware of all aspects of our environment. The senses include sight, hearing, smell, taste and touch.We make decisions based on images, sounds, odors, tastes and touches that are received by our eyes, ears, nose, tongue and skin.

In Science Communication Each of these organs is called " Media".

Note: Research shows 90% the change environment of humans and animals detect by 'eyes' and 'ears' then are transmitted to the brain.

Multimedia
Simultaneously detection of multiple sensory organs called " Multimedia ".

Media Tools
Appliances, which causes a change in any of the organs of eye, ear, nose , tongue and skin of human and animal is called " Media Tools ". for example:

 * Mirror, Horn , Perfume
 * Tribune
 * Photo, Book , Newspaper
 * Radio, Television , Cinema (Multimedia)
 * Internet (Multimedia)

Resources

 * Search for Media at Wikiversity
 * Media
 * MIT Media Lab Object-Based Media

title: Media


text:
British Empire

 * For previous material on this page, please see archive

Course Structure
This course is divided into periods, with different levels for each period.
 * 1) Introductory: This covers a basic grasp of key dates. Self-assessment is provided through a quiz.
 * 2) Intermediate: This goes a bit deeper as regards key issues. Self-assessment is provided through a quiz.
 * 3) Advanced: This covers the course more fully, involves following up links and references. It is assessed through assignments.

title: British Empire


text:
Talk:Media

Media is a very broad subject. This learning project is aimed at spanning a wide range of topics across many schools and divisions. Its intent is to provide a central facility for catalogging and learning about all things Media, especially those that ride on the "cutting (bleeding) edge" of MediaWiki development and shared by many Wikimedia Foundation projects.

This meta-workspace is even shared by some Wikia projects and is connected at the hip to META and Wikipedia through various Wikipedia:WikiProjects. Please remain as open-minded as you are and by all means, Have Fun! CQ 01:51, 12 October 2006 (UTC)

title: Talk:Media


text:
Filmmaking Basics/Creating the Temp Track

 * Lesson
 * WikiU Film School - Lesson #005: Creating the Musical Temp Track

 * Pages of this Lesson
 * Title Page & List of Required Listening (In Quest of Deborah Lurie.)  →  You are here!!!!
 * Page 1 - What is Narrative Film Music?
 * The Unformatted Script - Print this page. Use this as a guide. (Or click here for the original story which contains more detail.)
 * Page 2 - What tools to we need for film scoring
 * Page 3 - Creating a film score for Seduced by the Dark Side!

 * Current Location
 * Wikiversity (English) $$\Leftrightarrow$$ Humanities $$\Leftrightarrow$$ Art and Design $$\Leftrightarrow$$ Fine Arts $$\Leftrightarrow$$ Film and Television $$\Leftrightarrow$$ Narrative Film Production $$\Leftrightarrow$$  Course #01 - Learning the Basics of Filmmaking $$\Leftrightarrow$$  WikiU Film School - Lesson #005: Creating the Musical Temp Track

Lesson Summary
Why are we creating music so early in the filmmaking process? We need to get accurate timing for the animatic by having the actual music (or a good rough draft of the musical cues for our movie.)

And besides, creating music (or is it butchering music) is great fun!!!!

Required Reading and Research
Who is Deborah Lurie and why is she so important?

 * Start by going to www.imdb.com for a list of the credits for the extremely talented Deborah Lurie. Notice that her first full credit as a film composer is for George Lucas In Love.

 * Skim through the article at www.theforce.net about George Lucas In Love. Look for the part about the film score.

 * And most importantly, notice that Wikipedia does not even mention Deborah Lurie at  George Lucas In Love. Amazing!!!!

 * Then download and watch George Lucas in Love.

 * Finally turn down the sound and watch this movie without music.

It is Deborah Lurie's music which makes this movie a success.

And it is the music for our movie which will make it a success.

Music For Our Movie
Our movie can be just as powerful (and hopefully as popular) as George Lucas In Love. The only way we can do that is by having music which is just as powerful as Deborah Lurie's score for George Lucas In Love.

So we have to figure out how Deborah did this and we have to do it.

Download Star Wars MIDI file
Down the midi file called "OEML-24766.mov" and begin listening to it.

Make a list of the themes that you like from this midi file. If you know how, butcher the MIDI file and create shot midi files with individual themes. Email the themes to me to be posted here.

Where do we need musical themes
To be continued...


text:
Wikiversity:Wikiversity feedback forum

A Wikiversity feedback forum is a talk page associated with the Wikiversity outreach programs. Many Wikiversity resources will be shared by other Wikimedia Foundation sister projects, MediaWiki users and Wikia-hosted communities. This is a placeholder for listing feedback from groups outside of Wikiversity with precedence given to Wikimedia sister projects, but inclusive toward a much larger audience.

title: Wikiversity:Wikiversity feedback forum


text:
Filmmaking Basics/Animatic Dialog Recording

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 60%; background-color: LightYellow; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Recording the dialog for the Animatic

 * If you are able to record audio into your computer, please record the voices for our script. We need all the spoken words from this script so we can create an animatic.

 * To do this, you record each piece of dialog as a separate file. Then you send me the files by email.

What's an "Animatic"?

 * An animatic is a movie of the storyboards. This is used for timing our motion picture.  It also helps us judge if the movie will be a success.

 * To create an animatic, the storyboard, the film score, the dialog and the sound effects are put into an editing program to create a movie which we can show to investors. Later, when we record the voices for the animated version of this motion picture, the actors will watch the animatic to help understand the action and the timing of the dialog.

Why is an animatic important"

 * The animatic gives us the timing for the entire motion picture. From the animatic, we will be able to adjust the pace of the music and the dialog for the animated movie.  Therefore the animatic is very important for planning our motion picture.

Quality is important

 * The quality of the recorded dialog is very important. It does not have to be professional but it should be as good as you can do.

Equipment you need

 * To do this assigment, you will need to have a microphone connected to your computer and recording software to record a dramatic reading of the dialog.

 * And for high quality recording, you will need more. See details on the following pages.

 * style="width: 40%; background-color: AliceBlue; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" |

 * }

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

The Next Page

 * Continue this lesson on the computer software needed for recording the dialog for the animatic.

 * }


text:
Filmmaking Basics/Editing the Animatic

 * Lesson
 * WikiU Film School - Lesson #007: Editing the Animatic

 * Pages of this Lesson
 * Title Page  →  You are here!!!!
 * Page 1 - Editing the storyboard

 * Current Location
 * Wikiversity (English) $$\Leftrightarrow$$ Humanities $$\Leftrightarrow$$ Art and Design $$\Leftrightarrow$$ Fine Arts $$\Leftrightarrow$$ Film and Television $$\Leftrightarrow$$ Narrative Film Production $$\Leftrightarrow$$  Course #01 - Learning the Basics of Filmmaking $$\Leftrightarrow$$  WikiU Film School - Lesson #007: Editing the Animatic

Lesson Summary
The animatic is a bit like a slide show. We take the images from the storyboards and turn them into a movie. We use the dialog we have recorded plus the temp movie film score to create an accurate timing of the final movie. The storyboards or the dialog alone will not allow us to accurately time the movie. We need to put it all together.

The Editing Program
You can use almoat any editing program. There is only one problem. That is the size. Most editing programs (such as editing programs which work only with DV footage) are limited to the frame size. Hopefully, you can find an editing program which will letterbox the storyboard frames and not stretch them out of proportion. Both iMovie and MovieMakers should work fine.

title: Filmmaking Basics/Editing the Animatic


text:
Filmmaking Basics/Animated Storyboard

 * Lesson
 * WikiU Film School - Lesson #0009: Animated Storyboards

 * Pages of this Lesson
 * Title Page  → You are here!!!!
 * Page 1
 * The Unformatted Script - Print this page. Use this as a guide. (Or if you wish, click here for the original story which contains more detail.)
 * Page 2
 * Finished Thumbnail Storyboard #1 - The Thumbnail Storyboards for Seduced by the Dark Side! drawn by Robert Elliott. - Here is the first real example of what this movie will look like.

 * Current Location
 * Wikiversity (English) $$\Leftrightarrow$$ Humanities $$\Leftrightarrow$$ Art and Design $$\Leftrightarrow$$ Fine Arts $$\Leftrightarrow$$ Film and Television $$\Leftrightarrow$$ Narrative Film Production $$\Leftrightarrow$$  Course #01 - Learning the Basics of Filmmaking $$\Leftrightarrow$$ WikiU Film School - Lesson #0009: Animated Storyboards

title: Filmmaking Basics/Animated Storyboard


text:
Wikiversity:Candidates for Custodianship/Hoopydink

Hi all! I'm requesting custodianship on a temporary basis by means of the probationary period. I'm a sysop on the English Wikipedia and am well-versed in how to use the extra buttons. I haven't been very active at Wikiversity as of yet, but I love the concept and am eager to begin collaborating with other people in the pursuit of knowledge. Cheers Hoopydink 12:23, 11 October 2006 (UTC)

To the candidate: Please indicate who you will accept as your mentor
 * Custodians offering mentorship:
 * no mentorship offers yet

Discussion
❌ request is stale. --Goldenburg111 20:58, 1 April 2014 (UTC)
 * I support Hoopydink fully, as he's a great contributer on Wikipedia, already knows how to push the buttons, and I think he'd be a great asset here.-- digital  _  me   03:47, 12 October 2006 (UTC)
 * Would like to see some contributions first and foremost. I feel Custodianship is jumping the gun a little bit. That being said, contributions to other wikiprojets is significant. There-fore I will remain neutral on this nomination. RichMac 03:24, 10 November 2006 (UTC)


text:
Introduction to Abstract Algebra/Lecture 2

Last Time
In our last lecture, we briefly reviewed set theory and plunged head-long into equivalence relations and equivalence classes. In this lecture, we will continue our discussion on equivalence relations and classes and also introduce mappings. Problem set exercises will be posted at the end of the lecture.

Equivalence relations and classes (cont.)
Recall: A relation ~ on a set A is called an equivalence relation if:

1): a ~ a $$\forall a \in A$$. 2): If a ~ b $$\Rightarrow$$ b ~ a. 3): If a ~ b and b ~ c, $$\Rightarrow$$ a ~ c.

Following from the equivalence relation, the equivalence class cl(a) for $$a \in A$$ is defined to be: cl(a) = {$$b \in A |$$a~b} = {$$b \in A |$$b~a}. These two statements are equivalent. It's a matter of preference to which one you use. Now for a lemma.

Lemma: Let ~ be an equivalence relation on A for $$\forall a,b \in A$$. Then either $$cl(a) \cap cl(b)$$ = $$\empty$$ or $$cl(a) = cl(b)$$.

This statement says that either cl(a) and cl(b) share no elements or that they are the same. Let's prove it.

 * Proof: Suppose $$cl(a) \cap cl(b) = \empty$$. If that's the case, we can go home.  There's nothing to prove.  Suppose $$cl(a) \cap cl(b) \neq \empty$$.  Let $$c \in cl(a) \cap cl(b)$$.  We are going to show that $$cl(a) \subseteq cl(b)$$.  Let $$x \in cl(a)$$.  This imples that x ~ a.  Since c $$\in$$ cl(a), a~c.  This implies that x ~ c.  Also, $$c \in cl(b)$$, this implies that c ~ b, which implies x ~ b.  .  Hence, $$cl(a) \subseteq cl(b)$$.  By a similar argument, we can show $$cl(b) \subseteq cl(a)$$.  Hence, $$cl(a) = cl(b)$$ $$\square$$.

Theorem: Let ~ be an equivalence relation on A. Then the disjoint equivalence classes give a partition on A.

In other words, this means that the set A is a disjoint union of different equivalence classes.

Remark: Let {$$A_\alpha |\alpha \in I$$} be a partition on A. Define a relation on A such that a ~ b if and only if $$a,b \in A_\alpha$$ for some $$\alpha \in I$$. Then ~ is an equivalence relation. The distinct equivalence classes are exactly {$$A_\alpha |\alpha \in I$$}.

That ends our discussion on equivalence relations and classes for now. We will return to the topic in a later lecture.

Introduction
Our focus now moves to mappings. Mappings will be a integral part of our study, particularly when we move into group theory. You have studied maps for quite a while, probably without realizing it. They are very familiar; you probably know them as 'functions.'

Some definitions
Definition: Let A,B be sets. A map f from A to B is a correspondence from A to B, denoted by $$f:A \rightarrow B$$.

Here, an element $$a \in A$$ is being mapped by the rule f, to $$f(a) \in B$$.

Definition: Let $$f:A \rightarrow B$$ be a map. f is injective or one-to-one (1:1) if $$a_1,a_2 \in A$$ such that $$f(a_1) = f(a_2) \Rightarrow a_1 = a_2 $$. This means that every element in A is sent to a unique element in B.

Example: $$f: \mathbb{R} \rightarrow \mathbb{R}$$ such that f(x) = $$x^2$$. This is not a 1:1 map because 1 $$\neq$$ -1 but f(1) = f(-1) = 1

Definition: f is surjective or onto if $$\forall b \in B$$, $$\exists a \in A$$ such that b = f(a). This means that if f is mapping elements from A to B, every element in B has an element from A mapping to it. Another way to put this is that every element in B 'gets hit.'

Example: $$f: \mathbb{R} \rightarrow \mathbb{R}$$ such that f(x) = $$x^2$$. $$\forall x \in \mathbb{R}$$, f(x) = $$x^2$$ $$\neq$$ -1. $$\Rightarrow$$ f is not onto. None of the negative numbers are hit in the image.

Definition: f is a one-to-one correspondence or bijection if f is both injective and surjective.

Examples
Example: Let $$f:A \rightarrow B$$ such that A = {1,2,3,...}, B = {2,3,4,...}. Then $$f(n) \rightarrow n+1$$ is a bijection.

Example: Let $$f:\mathbb{R} \rightarrow \mathbb{R}^+$$ such that f(x) = $$x^2$$. f is onto but not 1:1. So f is not a bijection.

Example: Let $$f:\mathbb{Z} \rightarrow 2\mathbb{Z}$$ such that f(n) = 2n. This is a bijection.

Example: The Identity Map, $$Id_a: A \rightarrow A$$ is a bijection. We will make extensive use of the identity map later on.

Next Time
In our next lecture, we will cover the composition of maps and cover some number theory that will be important to us later on. Please see the associated problem set for exercise related to this lecture.


text:
Introduction to Abstract Algebra/Problem set 2

Problem Set #2: Introduction to Abstract Algebra.

As you work through these problems, think about the logical steps you are using. You should know if your proof is correct or not if you have a reason for every step.

1: Determine if the follow maps are onto and/or 1:1:
 * $$f:\mathbb{R} \rightarrow \mathbb{R}^+$$ such that $$f(x) = x^2$$.
 * $$f:\mathbb{R}^+ \rightarrow \mathbb{R}^+$$ such that $$f(x) = x^2$$.
 * $$f:\mathbb{Z} \rightarrow \mathbb{Z}$$ such that $$f(x) = x^2$$.
 * $$f:\mathbb{Z} \rightarrow \mathbb{Z}$$ such that $$f(x) = 2x$$.

2: Prove that if $$A$$ and $$B$$ are nonempty sets, then the function $$f: A \times B \rightarrow B \times A$$ given by the relation $$f((a, b)) = (b, a)$$ is a bijection.

3: Suppose the set $$A$$ is finite.
 * Prove that if $$f: A \rightarrow A$$ is an onto map, then $$f$$ is a one-to-one map.
 * Prove that if $$f: A \rightarrow A$$ is a one-to-one map, then $$f$$ is an onto map.

4: Suppose that the set $$A$$ is not finite.
 * Provide a counter example to the proposition that if $$f: A \rightarrow A$$ is an onto map, then $$f$$ is a one-to-one map.
 * Provide a counter example to the proposition that if $$f: A \rightarrow A$$ is a one-to-one map, then $$f$$ is an onto map.


text:
User:Mow0007~enwikiversity

Name: Matthew Williams

Age: 21

Location: Denton, TX

Education: Crowley High School 2000-2004

Tarrant County Community College 2004

University of North Texas - Sophmore

Major- Political Science

Minor- Women Studies Peace Studies

title: User:Mow0007~enwikiversity


text:
Financial Accounting/Session 2

In all businesses from the smallest individual to the largest multinational corporation, a set of financial accounts are kept which detail all financial activity carried on by the business. This is a key requirement allowing the business to keep track of income and expenses as well as assets and liabilities.

In practice, there are some slight differences between companies and sole traders (or partnerships) which revolve around the equity line (as introduced in session 1). Sole traders call this 'Owners funds or owner's equity' generally representing the initial amount of cash they personally inject into the business. Companies however have 'share capital' representing the value in cash of the issued shares of the company. From a pure accounting view point, this difference is not important at this stage.

We will begin by focusing on a sole trader below. We begin by noting that from the outset a trader (or company) will create a Chart of Accounts which is little more than a collection of all the required accounts for business. Each account is used for one type of activity, so examples might be a fixed asset account, a debt account, a cash account and an equity account. These four accounts together would make up the chart of accounts. It is important to note that there is no fixed amount set in stone. A small trader may have a single Expenses account, but a large company may split this into many smaller accounts for wages, tax, telephone costs, paper and so on.

As an example, lets select a very simple set of accounts for an individual, Pat, who pays cash for everything, but sometimes writes an IOU if there's not enough cash on hand. Pat has no checking or savings account, owns no house or car or stocks, saving nothing except cash on hand and personal property for later. Pat's chart of accounts might include the following:

Assets
 * Cash on hand
 * Personal property

Liability
 * Accounts payable

Owner's Equity
 * Pat's Equity

Now let's consider a few transactions in the accounts.

(1) Pat works all day and is paid $50 in cash at end of day

 * Dr Cash on hand $50.00
 * Cr Pat's Equity $50.00

To record receipt of cash for day's work

(2) Pat spends buys $20 of food, but only pays $15 cash, and writes an IOU for the remaining $5.00

 * Dr Personal Property $20.00
 * Cr Cash $15.00
 * Cr Accounts payable $5.00

To record purchase of food with cash and IOU

How do Pat's accounts look after transaction (2)? The accounts have the following balance:

Assets
 * Cash on hand has a Debit balance of $35.00
 * Personal property has a Debit balance of $20.00

Liabilities
 * Accounts payable has a Credit balance of $5.00

Owner's Equity
 * Pat's Equity has a Credit balance of $50.00

Or, writing these balances as T-Accounts:

 Cash on hand
 * Assets

35.00 |

 Personal Property

20.00 |

 Accounts payable
 * Liabilities

0.00 | 5.00

 Pat's Equity
 * Owner's Equity

0.00 | 50.00

title: Financial Accounting/Session 2


text:
Talk:Advanced Classical Mechanics

Author
Much of the textbook was written by Jeremy Heyl as part of his PHYS 350 (Classical Mechanics) course at UBC. Guy Vandegrift added sections to Hamilton's Equations.

Comment
I don't understand how to get to "classical mechanics" resources in order to learn basic topics like kinematics, dynamics, Newton Laws, rotating bodies and so on. I see that only "advanced classical mechanics" is covered here. It seems that whatever choice one make in the main school of physics page doesn't matter, because only advanced topics are covered. I think the structure of this school should be rethought, by also providing basic resources to physics newbies. Fabio Maria De Francesco (discuss • contribs) 11:39, 20 February 2016 (UTC)

title: Talk:Advanced Classical Mechanics