text:
Template:Sampletest/C2

You chose C for question 2, ?. To change your answer, click the edit tab and edit Q2=

title: Template:Sampletest/C2


text:
Template:Sampletest/D2

You chose D for question 2, ?. To change your answer, click the edit tab and edit Q2=

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

title: Template:Sampletest/D2


text:
Template:Wiki101

Note: ''See Naming conventions for more information. You may also want to look over Introduction to Wiki and Wiki 101 if you are uncomfortable creating and editing pages.''

title: Template:Wiki101


text: Template talk:Wiki101

title: Template talk:Wiki101


text:
Topic talk:Topics

Topic: is a discussion of Topic:Topics which is a learning project to classify all Topic:topic pages on Wikiversity. There is a similar project at Portal:Portals. CQ 01:26, 2 November 2006 (UTC)

New topic template
I've changed the topic template:

Using produces links to wiktionary entries, wikipedia articles and wikibooks items with the same name. To increase the interoperability of page names, use only initial capitals as a general rule. You may have to follow the links produced to create redirects if necessary. The idea is to interlink the Topic: namespace with other Wikimedia projects. CQ 01:04, 1 June 2007 (UTC)

 * There is Special:random/topic. Is it not good enough? Hillgentleman|Talk 04:39, 2 June 2007 (UTC)
 * "Special:random/topic" is pretty good....I think the dream is to have a selection system that avoids subpages and just goes to the main pages of content development projects. --JWSchmidt 20:21, 10 June 2007 (UTC)

Userfying
Can someone please userify this page for me to User:Michael Ten/Topics? Thank you. Michael Ten (discuss • contribs) 04:29, 12 October 2016 (UTC)

title: Topic talk:Topics


text:
User talk:Electroswoosh

Does your name have something to do with a super famicom game called Mother 2, which is known in america as earthbound?

title: User talk:Electroswoosh


text:
Portal talk:Portals

Portal talk:Portals is a discussion of Portal:Portals which is part of a learning project to list and classify all Topic:topic pages and their related Portals on Wikiversity. Please do not delete Portal:Portals as it is an integral part of an ongoing project. The root project is at Topic:Topic. CQ 01:35, 2 November 2006 (UTC)

title: Portal talk:Portals


text:
Category:Dialog

This Category is for Essays and other learning materials that encourage and facilitate Public Discourse.

title: Category:Dialog


text: Category:Filmmaking

title: Category:Filmmaking


text:
Category:Thumbnail Storyboard Lesson

This is a stub for the Thumbnail Storyboard Lessons of WikiU Film School Course #1.

title: Category:Thumbnail Storyboard Lesson


text:
Portal talk:English Language

Is there an English as a second language course material available for primary/elementary students?
 * An article, English as a second language has been conceived, but English as an Additional Language sits at Wikibooks, appearing complete. You might also browse Category:Language and Literature for other things of interest. CQ 03:44, 2 November 2006 (UTC)
 * The Wikiversity article has no content, and the Wikibook is far from complete, but has some useful information. We would love to see someone come up with such a project, however!  The Jade Knight 05:36, 4 November 2006 (UTC)

Wikigogy
FYI: Wikigogy. --JWSchmidt 01:16, 30 December 2006 (UTC)

English as a Second Language
Hey: had a tough time finding anyone to get back to me in regards to the teaching English as a second language for children course page so I have added a proposed reformating to its talk page. I am rather new to this and hope I'm going about this in the right way any changes to that or suggestions as to how I should go about conducting myself would be greatly appreciated. Regards: Stuart.mcfarlan 17:56, 3 May 2007 (UTC)

Italic text== Middle English == We should have a course on Middle English. While I'm not a professional at it by all means, I'm pretty decent. Anyone want to help? Verin Sedai 21:18, 12 March 2007 (UTC)
 * Sure. I can read Middle English, and appreciate it greatly, but I don't know it remotely well enough to teach it.  The Jade Knight 13:11, 13 March 2007 (UTC)

The history of English spelling
There is a long and little known history of reform (including many unsuccessful attempts by eminent historical personages), regression and standardisation in the spelling of the English language, which forms a vital body of knowledge to anyone attempting contemporary spelling reform; but it doesn't seem to appear on any existing syllabus, and many of the relevant materials are out of print and available only in major reference libraries.

page rename
might this be appropriate as (moved to) Topic:English? --Remi 09:09, 6 February 2008 (UTC)
 * Probably better to merge Topic:English into this page, though the Department of English Literature, etc., may not like that. The Jade Knight 04:30, 14 March 2008 (UTC)

Moving to the school namespace...
What if we moved this into the school namespace as "School:English"? Normally, a page like this would be in the topic namespace - Topic:French. However, this is the English Wikiversity. If discussion does not occur regarding alternatives (even just keep it the same) within about a week, I will go ahead and move it. Emesee 21:14, 4 August 2008 (UTC)
 * I think that's a good idea except for the fact that English is actually two departments: Language and Literature.  In a sense, this is only half of the School:English.  Perhaps we should make a School:English which would be the School of English Language and Literature?  This would essentially only contain the two divisions.  Thoughts?  The Jade Knight 07:06, 3 September 2008 (UTC)

Add some external links to other Wiki projects
My proposal - add some external links to other Wiki projects:

--Averaver 12:17, 10 July 2011 (UTC)

title: Portal talk:English Language


text:
User:HobbesPDX

 * HobbesPDX
 * Please write about yourself here!

title: User:HobbesPDX


text:
User talk:HobbesPDX

 * To HobbesPDX
 * Thanks for the error corrections to the WikiU Film School's pages. I am madly rushing to get pages up so I have a tendency to make typing errors.  I promise to try harder!  Robert Elliott 03:28, 2 November 2006 (UTC)

title: User talk:HobbesPDX


text:
Talk:Ethics

Wikipedia:Missing Ethics Articles: Controversy?
 * 1) Comparative ethics
 * 2) Comparative religious ethics
 * 3) Core Values

Dialog opened 04:43, 2 November 2006 (UTC) by CQ

title: Talk:Ethics


text:
Template:Origscript

"Seduced by the Dark Side!"

An old (yet wise) person and a young (but curious) person are outside a movie theater where they have just seen the movie "Star Wars". Now they stand looking at the movie poster on the wall outside the theater.

The younger person says, "That was a great movie... but I don't understand one thing." The older person says, "Hum, what's that?". The young person says, "I don't understand how anyone can be 'seduced by the dark side'".

The older person thinks for a while and then answers, "What computer do you use at home?"

The young person immediately responds eagerly, "A Macintosh."

Then the older person slowly says, "But what computer does your father use at work?"

The young person thinks for a while and then smiles in amazement, exclaiming loudly, "Seduced by the Dark Side!"

The older person smiles knowingly at the young person. The young person is very happy knowing he has just learned a very important lesson. Now the two have formed a bond that will last a lifetime.

They begin walking slowly home together.

The End

title: Template:Origscript


text:
Talk:Computer-aided design/Principles and terminology

Fred to Pavel:

Friday(?) lets make a good outline. In software engineering we've got stuff like the CMM which makes a good template for the development process. There's also the PMBOK which pretty much covers everything. Is there a similar document/standard for the CAD process?

I edited only up to the point indicated. Similarly, on the other page, I got to the future bit and then stopped.

See ya,

Fred

Project management standards
Generally design is a project and standards like CMM or PMBOK can be used. There are also other standards that are used. IMO at this point we should describe design process more generally. Concept stage is high-level design concept. For example you may consider several different types of engines, Diesel, Wankel, Stirling, Electric, Turbine ... Some solutions will not meet requirements (cost, weight). You will select only the most promising designs, the you will create draft and then you will analyze them more thoroughly.


text:
Wikiversity:FAQ/Template

For immediate help with templates, see Help:Template at Meta.

A template is a wiki-page, containing a section of wikitext to be inserted into other pages (via either "transclusion" or "substitution").

Templates at Wikiversity have a variety of purposes:

 * 1) Messaging: Everyone needs little signs along the way - see especially "page flags" and "ratings" templates below.
 * 2) Navigation and classification: Things that need to appear the same on many pages while linking them together often contain compact navigational aids or infoboxes
 * 3) Learning: Templates may add functionality, content or formatting to a page which assists its educational purpose.
 * 4) Fun: Userboxes have long been a tradition with Wikimedians, Wikipedians, Wiktionarians and such. Wikiversitans should be no different.
 * 5) Iterative computation: See meta:help:recursive conversion of wikitext.

Guide to templates
The following is a user-friendly guide to the most important kinds of template. There is an exhaustive list of categorised templates which does not include uncategorised templates. See also: |full list of templates, including uncategorised ones.

 * Templates which assist with making content
 * Category:TOC templates, Category:Navigational templates
 * Citation templates - for citing external resources such as books and articles.
 * Template:Participants - creates an attractive box for lists of participants.
 * Template:To do - creates an attractive box with a list of things to do.
 * Page creation templates
 * Educational templates (there need to be more of these)
 * Template:activity
 * Template:Assessment checklist
 * Template:Boxed Activity Start

 * Messaging templates
 * Page flagging templates - some of the most useful administrative templates for quickly marking pages for merges, deletion, or for putting requests, information or warnings at the top.
 * Ratings templates - ratings displays, for rating the maturity/activity of learning projects, or other ratings purposes. (NB: the size of the images in the percentage boxes needs increasing for proper display).
 * Welcome templates

 * Useful shortcuts
 * Polling templates - for voting.

 * Administrative templates
 * Administrative templates, Wikiversity maintenance
 * User warning templates - see vandalism.
 * Copyright templates - mostly used for uploaded files.

 * Templates for fun
 * User templates - typically used on user pages to provide information about a user. Mostly for fun. See Userboxes.
 * Language user templates - provides information about a user's linguistic abilities.
 * Knowledge user templates - provides information about a user's other abilities.
 * Award templates - awards. For fun. See Barnstars.

You can help
Please  Help:  the Template Taskforce develop this Help page and participate in Template Policy discussions.

Learn by doing!

Help namespace
To see what's in the Help: namespace, click Special pages to your left. Scroll down to Prefix index and click that. Then, where it says Namespace:, click the drop-down box, select Help then hit Go.

You will then see a page – All pages (Help namespace) which gives you an alphabetized list something like Category through Help:	WordToWiki. These are your basic  Help:  pages at Wikiversity.

title: Wikiversity:FAQ/Template


text:
Template:Scriptoutline

The Unformatted Movie Script "Seduced by the Dark Side!"

EXTERIOR - The local movie theater - NIGHT

(1 & 2) The young person and old person stand looking at the movie poster outside the theater.

(3) Young Person: "That was a great movie..."

(4) Young Person (contined): "but I do not understand one thing."

(5) Old Person: "What's that?"

(6) Young Person: "How can anyone be seduced by the Dark Side?"

(7) The old person thinks for a while. Old Person: "Humm!"

(8) Old Person: "What computer do you have at home?"

(9) Young Person (eagerly): "A Macintosh!"

(10) Old Person: "But what computer does your father use at work?"

(11) The young person thinks for a moment. Young Person: "Humm!"

(12) Young Person (amazed and excited): "Seduced by the Dark Side!"

(13) The old person smiles. Old Person: "Ahh!"

(14) The old person and the young person walk toward home together.

(15) Fade to black.

 * The End

.

title: Template:Scriptoutline


text:
Propaganda

What it is
According to britannica.com, propoganda is the "manipulation of information to influence public opinion." It says what you want it to say, usually making you look good and your opponent bad.

Wikipedia has a very good article on propaganda. Read it.

Creating your own
Once you have an idea of what professionals are creating, you can try making some of your own for an organization you are involved with, a cause you want to fight for, or just for fun.

Finding the Audience
To create propoganda, you must first have a target audience. You must understand this audience and be able to predict their reaction to relevant ideas and combinations of ideas. The material you have to work with doesn't need to be truthful, just convincing. If it doesn't matter who in particular you need to convince, just numbers, as in a political campaign, you may wish to target a group that you feel may be the easiest to convince.

Generating Ideas
If you read the wikipedia page, you will have a good collection of techniques to try out. Certainly not all will be necessary for your project, and you do not want to overload your piece with too many ideas, but it is a good idea to consider all of them to see what will be the most effective for your target.

Production and Distribution
Where you place your materials can be vital to the success of your campaign. Make sure your materials are placed where they can reach your target but (if need be) not be in the way of something or someone that will remove it before the target is reached.

Reality Check
Once you come up with an idea and means of distribution, do a reality check. Questions to ask yourself include:
 * Will this really convince anyone of anything?
 * Will it offend anyone?
 * Does it matter if it offends that group?

Sample Case
Some groups like to tape fliers up in bathroom stalls. Everyone that enters the stall will see the flyer and may be your captive audience for at least a few seconds as they evaluate the flyer to see if it is worth looking at further. Since you have such little time to get them interested, many bathroom fliers have a large picture or large bold text, are colorful, or in some way draws their attention in. It is not a good idea to include large blocks of text in these because most people are not going to sit in the bathroom for an extended period of time just to read a flyer. They will either ignore it or take it with them to read later, which reduces the effectiveness of the flyer since it reaches fewer people.

Projects

 * Poster
 * Flyer
 * Handbill
 * Banner
 * Flag
 * etc.

title: Propaganda


text: Category:Mind Mapping

title: Category:Mind Mapping


text:
Template talk:TemplateTaskforce

This template calls attention to learning projects focused on both learning about templates and improving, sorting, documenting and classifying existing Templates.

What links to TemplateTaskforce shows us which templates' talk pages have recieved it.

We study a worklist of templates and try to figure out what they're for, how they're used, where they came from, etc. We may improve them or at least offer suggestions. We could use them as models for new templates or replicate them with adaptations to other uses.

What is needed is a policy discussion of who, why, how, when, where, ... templates are appropriate. We're also working on Help:Template. CQ 07:38, 2 November 2006 (UTC)

title: Template talk:TemplateTaskforce


text:
Talk:Perl/Introduction

Hello? You there? Anyone? CQ 09:30, 2 November 2006 (UTC)

title: Talk:Perl/Introduction


text:
MySQL

MySQL is an open-source relational database management system (RDBMS). MySQL is free and open-source software under the terms of the GNU General Public License, and is also available under a variety of proprietary licenses.MySQL has stand-alone clients that allow users to interact directly with a MySQL database using SQL, but more often MySQL is used with other programs to implement applications that need relational database capability. MySQL is a component of the LAMP web application software stack (and others), which is an acronym for Linux, Apache, MySQL, Perl/PHP/Python. MySQL is used by many database-driven web applications, including Drupal, Joomla, phpBB, and WordPress. MySQL is also used by many popular websites, including Facebook, Flickr, MediaWiki, Twitter, and YouTube.

Lessons

 * 1) /Introduction/

Additional Activities

 * 1) Install MySQL Server, you can follow MySQL/MySQL_Practical_Guide
 * 2) Connect to database server:
 * 3) Tune MySQL Server using mysqltuner perl script
 * 4) List available plugins
 * 5) Show processlist
 * 6) Show tables:
 * 7) Create MySQL Backup

title: MySQL


text:
Talk:MySQL

Is anyone else interested in seeing Topic:MySQL? I don't know enough (yet) to even start a page. I suppose I could put a skeleton for a Topic here, but wha...? CQ 09:38, 2 November 2006 (UTC)

 * Is anyone knowledgeable enough to help me learn about MySQL? I've downloaded it (using Mac OSX), and am currently trying to figure it out. Help would be much appreciated - thanks! Cormaggio talk 13:43, 10 January 2007 (UTC)

title: Talk:MySQL


text:
Home economics

See The Wikipedia articles, Home economics and Family and consumer science (under merge proposal as of August, 2014)

The content below has not been fact-checked. The lede had a date error, the probable result of a transcription of 1899 to 1989, that's been fixed. - Home economics, in its early beginnings, is a discipline whose basic mission is that of helping individuals and families improve their lives. The nomenclature "Home Economics" was adopted at the first Lake Placid Conference in 1899, by a committee composed of eight educators and scientists. It was derived from the Greek word "oikonomia", which means household management.

In 1902, during the fourth Lake Placid Conference, the home and family was established as the focus of study in home economics. The subject matter for home economics was then defined to include "(a)four forms of knowledge-laws, conditions, principles and ideals-and (b)three kinds of content to know-one's immediate physical environment, one's nature as a social being, and especially the relation between the two" (Florencio, 1995; East, 1980).

To date, home economics remains true to its basic mission to "improve individual and family life amidst changing social, political, economic and physical conditions" (Gabriel, 1998). In 1996, the University of the Philippines-College of Home Economics faculty collectively defined home economics as “the study of families and the management of resources available to them for the satisfaction of basic needs in changing environments” (UP CHE, 1996).

Home Economics is unique in its holistic view of daily living. The issues and concerns about daily living of individuals and families are approached both from its physical or material and relational dimension of life and their interaction (Florencio in Gabriel, 1988). This comprehensive view of home economics gave rise to several sub-disciplines and professional careers, which include home economics education, family life and child development, clothing technology, interior design, food science, nutrition, and hotel and restaurant administration. These sub-disciplines remain rooted to the home economics discipline because of its focus on serving families, individuals and consumers in their day-to-day lives (Gabriel).

References:

East, M. (1980). Home economics: past, present and future. Massachusetts: Allyn & Bacon, Inc.

Florencio, C. (1995). Families and home economics (Not by bread alone but neither without it). Monograph Series No. 1. Quezon City: UP CHE.

Gabriel, F. (1998). The role and contribution of home economics to national development. The U.P. Home Economics Journal. 25(25-33).

Related Article: McGregor, S. (2006). Sustaining home economics in the 21st century: Root system as metaphor. Keynote address during the First International Home Economics Congress.

External links on Home economics

 * Lake Placid Conference Proceedings, 1899- (The 1899, 1900, and 1901 conferences are covered in the "1901" book.)

Resources
This resource was started by a user who wrote:
 * Living on Your Own 101
 * "Not everyone takes Home Ec in high school. Even those that do don't always learn or remember everything that might come in handy someday. This is for all those guys (or girls) that end up with loads of pink shirts or want to eat something other than ramen or hot pockets."

Material from that user is organized on subpages under resources shown below, along with other relevant Wikiversity resources.

 * /Food/
 * /Medicine/
 * If you're not feeling well, chances are, you're not in the mood to hit the books. Check out webmed.com to see if your symptoms are a sign of something you should see a doctor about soon, even if they seem like no big deal.

 * /Sewing/
 * /Household equipment/
 * /Cleaning/
 * /How to clean a toilet/

 * /Hygiene/

title: Home economics


text:
Talk:Introduction to telecommunications

Misericordia 11:46, 2 November 2006 (UTC) This is fantastic, but I think it is trying to talk about too much in one go. I have tried to break these topics up into their sub categories on the electrical engineering main page. It would perhaps be best to give general outlines here, and link to more detailed lessons in each of the respected areas.

title: Talk:Introduction to telecommunications


text:
Discrete mathematics

Welcome to the Main Page of Discrete Mathematics!

These are the main topics we are going over in the course:
 * Topic:Logic
 * Topic:Set theory

Welcome to the Topic of Discrete Mathematics, a department of the School of Mathematics and School of Computer Science. Discrete mathematics is very important for studying computer science.

Why Learn Discrete Mathematics?
While many of the topics within Discrete Mathematics have been around for a long time, traditional education typically focused on Continuous Mathematics, such as calculus. With the widespread adoption of computers, the usefulness of discrete mathematics has dramatically increased. From basic logic in circuits, to number theory and cryptography, computer science inevitably relies upon discrete mathematics.

Learning discrete mathematics will...
 * Develop your critical thinking and formal reasoning skills.
 * Provide a foundation for learning computer science.
 * Develop your programming abilities (regardless of whether you have programmed before).
 * Familiarize you with the many different branches of mathematics.
 * Help you to "read mathematics."

Homework
To come.

Complete List of Subjects
Discrete Mathematics is a broad subject encompassing several formal systems for dealing with discrete quantities. If you are studying Discrete Mathematics as part of a related field, you may wish to follow a streamlined set of core topics that you need. A complete list of Discrete Mathematics topics is given below.
 * Algorithmics
 * Collections
 * Combinatorics
 * Complexity
 * Computability
 * Counting
 * Digital geometry
 * Digital topology
 * Functions
 * Graph theory
 * Information theory
 * Linear algebra
 * Markov chains
 * Number theory
 * Partially Ordered Sets
 * Probability
 * Proofs
 * Relations

Notable Textbooks

 * Discrete Mathematics With Applications by Susanna S. Epp
 * w: Concrete Mathematics: A Foundation for Computer Science by Donald Knuth.
 * Discrete Mathematics. An Open Introduction 3rd Edition by Oscar Levin

Off-site courses

 * 1) Discrete Math, Michael Damron, New York University, Fall 2008. (Earlier versions: Spring 2007)
 * 2) Introduction to Contemporary Mathematics, Larry Bowen, University of Alabama.
 * 3) Discrete Structures, Margaret Fleck and Eric Shaffer, Spring 2009
 * 4) Discrete Mathematics, Ben Maloney, University of Wollongong, Summer 2010-2011.
 * 5) Discrete Mathematics I,  Peter G. Binev, University of South Carolina, Fall 2006.

title: Discrete mathematics


text:
Cryptography/Substitution Algorithms

Substitutions are quite simple. As the name implies, they substitute one thing for another to encrypt plaintext into ciphertext. The key is the arrangement of the characters (if we're dealing with an alphabet substitution) that tells us what is exchanged for what.

Consider the alphabet and a rotation cipher of 2 positions.
 * abcdefghijklmnopqrstuvwxyz becomes
 * cdefghijklmnopqrstuvwxyzab

To encrypt, replace all letters in your plain text with the corresponding letter below it, as given in the box above. For example, using this method,

 * marie huynh wrote this

becomes

 * octkg jwapj ytqvg vjku

To decrypt, simply replace these letters with the corresponding ones above.

title: Cryptography/Substitution Algorithms


text:
Portal talk:Physiology

wouldn't it be more helpful if more content was added on this page ? I'm new so have not addded any thing but I thought the article was vague !

would a more experienced person help out ? or at least advise me on what to do about this

 * Everything at Wikiversity is very new. I have taught physiology in medical school. If you tell me what you are interested in, I can start to add some content. --JWSchmidt 14:41, 2 November 2006 (UTC)

title: Portal talk:Physiology


text:
User:Naqa inc~enwikiversity

still new

title: User:Naqa inc~enwikiversity


text:
User:Philipp~enwikiversity

This is me:
Born in the Ruhr area (nw part of Germany) some years ago, I'm now struggling with the Bavarian culture at the KUE (University of Eichstätt-Ingolstadt, Germany). Nevertheless my interest in foreign cultures has been steadily growing, and after a year abroad in Mexico I take special interest in everything related to that particular country ;)

I'm currently trying to broaden my knowledge engaging in some "European Studies", and that's how I got in contact with the IPK-Project (german). After doing some research over the last year, I am now trying to help the next generation of students enhance their projects.

de:Benutzer:Philipp

title: User:Philipp~enwikiversity


text:
Template:User ca-1

ar:قالب:مستخدم ca-1 de:Vorlage:User ca-1 es:Plantilla:Usuario ca-1 it:Template:Utente ca-1 pt:Predefinição:User ca-1

title: Template:User ca-1


title: File:651px-EosChasma.jpg


text:
Portal talk:Databases

Can we get this show on the road? CQ 16:43, 2 November 2006 (UTC)

Database topics and lessons
Intro to Database was moved to Database Management Systems. An entry level Introduction to Databases was created. An advanced generic course Introduction to SQL is underway.

A generic Topic:Object-relational databases was also started. Product-specific database topics have placeholders or have started departments: Microsoft SQL Server (moved from Introduction to SQL Server), MySQL, PostgreSQL, ... Others such as Microsoft Access, Oracle, etc. may be in order. Instructors and contributors are needed.

Also, Web Design, Java, Perl, PHP, etc. may eventually develop lessons for interfacing with databases through scripts and such. I'm a newbie to databases, but I'm doing what I can. GregMK61 seems to have some interest. Anyone else? CQ 01:10, 14 November 2006 (UTC)

I would help. I can think right now of these lessons we should have (please update or modify):

--Jorge 22:12, 24 January 2007 (UTC)
 * DBMS
 * History
 * Design purposes
 * Redundancy and eventual loss of integrity
 * Physical/logical/view layers separation
 * E/R analysis and diagrams
 * Entities and attributes
 * Multievaluated attributes, identificators
 * Relations
 * 1 to 1, 1 to N, N to N
 * Ternary relations. N-ary
 * Discrimination relation
 * Agregates: Attributes of relations
 * Inheritance
 * The Relational Model
 * Tables and Keys
 * Primary Key
 * Foreign Keys
 * Integrity and transactions
 * Relational Algebra
 * Union and Difference
 * Projection
 * Product
 * Division
 * Join
 * From an E/R diagram
 * Normalization
 * First N.
 * Second N.
 * ... (and Functional Dependency somewhere by there)
 * Relational Calculus (SQL)
 * select, where
 * From an algebraic expresion
 * sort, group
 * Oracle, Access, MySQL

I will take responsibility of entering Relational Calculus and Algebra along with Query Optimization and all. I have already entreda few things about Files and indices. Though the Chapter number should have been somewhere near 9 I have marked it as 2.

What happened?
It seems that this project went dead eight years ago, which is a pity, because we definitely need an open source database textbook.

Is anyone interested in reviving it? I think a good start has been made.

title: Portal talk:Databases


text:
Pre-school education/Essential toys

Eco-Engineering Education Toys -- pre-pre-school
The following products are meant to serve the often overlooked educational needs of the infant and toddler from hour of birth onward, using natural or discarded materials (Creative Reuse) which are in themselves instructive (such as the grain of wood, made more visible by processes such as sanding and varnishing, or the shape of selected wood pieces).

Everything described here can be made of consumer "waste", left-over hardware, scrap lumber discards and trunk-and-branch deadwood ("landscape waste"), found free right in your neighborhood-- along with providing opportunity to instruct children how no tree has to be killed to get any of the material for their toys.

This seems to me to carry forward the wish of Dr. Shinichi Suzuki, 1898-1998, whose concern was not just to super-train a few elite violin virtuosos but to develop the character, and conscience, of any and every child. Please add further product ideas, and help position this information in the context of a university which serves everyone from age zero up.

'Warning: be sure to exclude lumber that may contain hazards, such as lead paint and lumber for outdoor use that may contain chromated copper arsenate or other wood preservatives. Alternatively, where possible, trim or sand away outer wood and apply a protective glaze of one or more layers of paint, shellac and/or varnish. Add dust from such operation not to compost used for food production (Greenpost) but to compost destined to be transported away for remote area reforestation (Brownpost).'

The Bogie (short for Kraadtzenbogen)
This consists of a short hardwood stick, preferably bowed or warped (save straight sticks to make into a mallet-handle-- or Bogenbong-handle, see below, or other precision product). (Any bogie made for an infant under a year of age should be short enough, maybe 6 inches, to avoid danger of jabbing a eye or other accident.)

 * A. "Classic Bogie" -- up to 10"/25 cm. segment of tree branch, with original bark if intact and durable, except the concave side may be skinned and sanded flat two-thirds of the way up from the narrower end of the stick, and V-shaped notches cut and filed across the flat area every half inch or centimeter.  It will look a little bit like a human finger, except with more notches on the underside.

 * B. "Milled lumber two-track Bogie" (see "Zooky" illustration, below) -- flat bar of hardwood lumber, preferably warped, with angled notches along two of its long edges, one having a notch every inch (slow kratztrack) and the other a notch every centimeter (fast kratztrack). Take care to sand away every possible splinter (see Sanding Systems, below).  Sand "with the grain" on the notched side and "across the grain" on the unnotched side (so that the crossgrain sanding produces microscopic grooves which make surprising tones when this side of the Bogie is kratzed lengthwise across a sharp edge such as the lip of a cat-food can, bottle-bottom or tape-reinforced cardboard box).

 * C. "Wire-braid Bogie" -- with a flat stick shaped right for a Bogie, but with wood that is too soft to make a good loud noise, or hold up under hard kratzing-- drill a series of holes along the stick (except handle-end), through which wires can pass to anchor a wirebraid running down along most of the Bogie on one side.  Kratzing with this wirebraid against various soundscrapes will yield a different kind of noise than a notched-hardwood bogie.  Keep this type of Bogie short enough that there is no chance of the wood breaking.

Place an infant's hand around the Bogie handle, your hand around the infant's hand, and execute some bogenkratzes together-- infant will experience simultaneity of vibration felt in the hand and sound heard by the ears (psychocoordination).

Infant can learn to hold a Bogie firmly by the fat end and "saw" (kratz) it across a Zooky (see below), or crib rails, edges of furniture, chair rungs, cookie tin rims, etc. to produce a loud dramatic noise which varies with pressure and speed of movement. Infant can crawl around the house and try kratzing on hundreds of available soundscrapes, learning the courage of self-expression and also keeping groan-ups informed what he/she is up to. Bogie If the Bogie moves slowly enoughcan will sound like a purring pus, or the infant can master intricate fast rhythms too. lip.

Work relevance: by age three the child will be saw-, rasp- and file-literate and ready for the thrill of serious adult carpentry.

Bogenbong
Named after the retired maestro of the Chicago Symphony Orchestra, this is made from a round hardwood stick up to a foot long (such as a discarded drumstick from which the last few inches were broken off), with a hardwood bead on the narrower end to beat against objects such as a wood-slat- or bamboo-strung marimbadera (see below). The Bogenbong handle may be notched like a Bogie to kratz against the metal frame of the marimbadera or other sharp edges.

Plwcky-cwp, Pluck'n'scuff etc.
This could be the first-ever music instrument in a child's life, usable from minutes after birth (with guidance from an adult hand around the infant's hand). Cut the bottom two inches or the top two or three inches from a green plastic beverage bottle forming a little cup or funnel which turns out to have a rim which can be plucked producing a note-worthy sound (no two bottles exactly alike, depending on the diameter and thickness and other factors). This plucking provides training a toddler can get without risking a hundred dollar guitar. An infant can readily learn to kratz the cup rim against a rough surface such as a screen or a concrete floor producing a SCUFFING noise loud enough that parents can know what the kid is doing anywhere in the house-- but a noise less emotionally disturbing than crying.

A handle can be created from a wood piece one end of which is rounded to snugly fit in the mouth of the bottle-funnel, or by scrolling up and taping a rectangular piece of bottle plastic, either a half or whole middle section from a bottle from which the ends were cut to make plwckies (see Type Two, below).

Clwnky and Čźôgў (pronounced "chogy")

'Clwnky: (Type 1) cut the bottom 2 inches from a green plastic beverage bottle (or any bottle, but green is most educational) and screw it to the flat end of a fat wood block or 2"-diameter tree branch segment, 3 or more inches long. This requires drilling a small hole through the exact center of the bottle bottom and another hole into the flat end of the handle against which the cwp will sit.  The cutting can be carefully done with a razor knife and then edited for greater straightness with a scissors.

Type 2 ("Cowbell Clwnky") is made as the plwcky described above with a scrolled flat bottleplastic piece, or by tapering an inch-thick stick down so its narrower end fits tight in the neck of a 3-inch bottle-neck segment from a green plastic beverage bottle. Alternatively, scroll the rectangle formed by the middle part of a bottle (after bottom and top were removed) tightly so it can be stuffed into a bottle-neck, and then some decoratively colored tape used to wrap around the juncture securing the handle and cup together.

The Clwnky can do anything a Plwcky Cwp can do, but additionally, a Čźôgў can be added-- typically a battered old golf ball, with two narrow holes drilled through, to admit loop of 1-mm solid-core color-shielded telephone wire, which runs two-stranded about a foot in length from the Čźôgў to the neck of the Clwnky. For the golf ball you can substitute a reasonably rotund chwnk of hardwood, hardwired or screwstudded for louder music results, a big nut or bolt or a securely wired-together or glued-together assemblage of hardware parts adding up to over an inch in diameter. The wire tether should not be over a foot long, and this toy should be reserved for children over 2, to avoid any chance of a strangulation accident.

It's the classic "swing the ball into the cup" toy, very easy to do but, after all, this is for young learners. A loud "clwnk" is heard when the Čźôgў lands in the cup, after which you can hold it upright and shake it like a Statue of Liberty rattle. Or, if you miss, the Čźôgў makes a hell of a noise hitting the rim of the bottlebottomcwp. You can plwck the cwp, kratz a Bogie across the rim of the cwp and make even a heller of a noise. Or you can rub the mouth of the cwp against a concrete floor for the hellest noise of all.

Music and dance Čźôgў: attach two wire-tethered flyloads to the Clwnky, keep the heavy hardware one in the cwp and let the lighter one (maybe a ball of crwmpled paper with tape wrapped around it) hang down. Shake the Clwnky so that the Musikčźôgў makes a rattly noise in the Cwp while the Dancečźôgў dances around in the air over an outstretcherd "dancefloor" hand which may have wiggling fingertips too.

Zooky

Stradizuki (if it is violin-size) or Stratozuki (if guitar-size) is made to be either fingerplwcked or stroked with a Bogie. Trim and sand a flat hardwood bar, 15-30 inches long, 2 inches wide, 1/2 inch thick. The harder the wood, the louder the tone! Various noisemakers can be attached to this Zookybar-- on one side screw a 2"-deep green plastic beverage bottle-bottom (rim outward for plwcking), maybe a bottom-outward bottle bottom part for kratzing, and a cat food can. On the other side attach a cooky tin or cooky tin lid (use 2 screws) for maximum loudness, or a (somewhat less loud) shallow cardboard box protected against wear by tape reinforcement over the exposed edges which will be vigorously kratzed.

Run braided conduit wire from two holes in the side of the cat food can, slanting to two holes in the wood a few inches down the zookybar, run the two leads through the holes, then braid again up to two holes in the cooky tin. (Kratzing the wirebraid on the cat-food-can side will sound different from the wirebraid on the cooky-tin side.) Or run a straight hard coathanger wire along the bar, secured at one end by passing through holes in the bar and tucked under attached structures at the other. File notches along one or more edges of the zookybar-- a continual rotary stroke with notched Bogie against notched Zookybar edge, or against the slanting braided wire, results in an "endless rattle noise". Add other features ad lib to the extent of your imagination. For guitar-like versions use more different types of flexible plastic containers with outward-pointing rim that can be plwcked on.

Zooky history
This idea appears to have originated in the Madison, Wisc. Suzuki Talent Education program, as shown in a photo in They're Rarely Too Young... and Never Too Old "To Twinkle" by Kay Collier Slone, an instructor who worked there in the 1980's. Say you have a 5-year-old in the Suzuki program, and also a 2-year-old sibling with "violin tendencies" that wants to get her hands on the $100 instrument-- what do you do? Make a cheap sturdy surrogate "violin" as described above, just as personal, but easy to fix if it breaks, and a toddler soon learns to make dozens of different kinds of noise/music on it (think of it as a rhythm instrument, kid can participate in family-together music-making even before age 3 when they are beginning to understand pitch).

Zukiola
Longer zookybar and a bigger soundbox-- maybe the bottom 3 inches of a 5-gallon HDPE recyclable bucket, a cardboard box with all edges sealed by hard (=loud) paper tape, or a bigger cooky tin.

Zookicello
This looks like a painter's easel, except it has a securely mounted long hardwood bar slanting down 4 feet or more to the floor, with tins, cans, boxes, bottle segments etc. attached along the way. Several toddlers can stand side by side kratzing, bonging and plwcking on it all together.

Marimbadera
Weld together a framework of metal bars, with hardwood slats and/or bamboo segments (various lengths and pitches) wire-suspended in the air-space between the top bars. Several Bogenbong maestroes can stand around bonging and kratzing, like a Balinese gamelin.

Ů-flute
Named after the Ůniversity of you-know-what. Buy a recorder-mouthpiece or other cheap breath-activated tone-producer with a male outlet that plugs into the female opening of a foot-length of drilled-out 1-1/4" diameter street-tree branchwood (with good intact bark or bark free, and maybe varnished), with holes drilled along the side not for exact pitch relationships but for visual beauty or based on where the wood is strong enough. (Don't worry about exact pitch differences till age 3.)

Kids' block toys-- best construction and engineering education
There is no limit to sizes or shapes of blocks worth making nor is exact geometry of importance prior to age 3. ("Irregular Blocks Teach Adaptive Engineering.") Cut, shape, manicure, use what you find in field and dumpster--  the main priority is to trim or sand away dirt, pollution and splinters and to round sharp edges and corners.

 * A recent Beckley-Cardy toy catalog offered a set of 500 blocks for $700($1.40 per block), guaranteeing that they are made only of the very best special New England maple and that every block is an exact precise multiple of the length or width of every other.  Forget spending all that money; buy a second-hand table-saw and a 7-1/4" carbide-tipped sawblade (which will last through hundreds of hidden-nail hits) and you can transform editable old scrapwood cutoffs from crates, pallets, construction and demolition leftovers, etc., into clean gorgeous blocks in surprisingly little time.

 * Next to maybe writing symphonies for large orchestra, saw-trimming scrapwood into blockshapes for children is the most intellectually challenging and creative work on the planet.
 * 19th Century educator and writer John Ruskin ("The Stones of Venice") said his childhood collection of blocks were his "constant companions" which taught him proportion and architecture.

 * (Diagrams and pictures of representative products are in preparation to be added to this article. If you have a product idea with picture don't hesitate to add it.)

Sanding system
Many sides and edges will have to be sanded to eliminate all chance of splinters and round all sharp edges and corners. Attach a regular 1725-rpm motor to a table with the shaft pointing out over the table's edge. Onto the shaft, with an arbor/converter which can be obtained for less than $10, attach a 7-inch flapsander disc (the #24-Grit "Tiger-Disc" for $18 from Weiler Abrasives is recommended, and other discs, from Grit #36 up, are often cheaper). This disc will survive tens of thousands of wood sandings.

As you face the sander with the block firmly held in both hands, the disc will be revolving counter-clockwise so that the direction is down on the left side, up on the right. Do all your sanding on the left side of the disc so that the dust flies downward into a sack, box or vacuum contrivance. Protective eyeware and woodman's muzzle (Muzzlewoodmanism) advised.

Instead of just holding the block still while pushing it against the disc, keep the block moving so as to reduce heat-buildup (and clogging)! Movement left and right distributes abrasion heat among different areas of the sandpaper and of the wood. Movement up and down varies the direction of cut. Develop a sequence of movements for sanding all sides and turning edges and corners. Mentally count numbers as needed to keep track of where you are in your system. First sanding of a typical block from totally rough may take two minutes. You can save sanding time by first skinning the sides with a table saw or chop saw, leaving only sharp corners and edges to be sanded.

When rounding an end-edge, sand away from the sidegrain into the endgrain so you won't rip anything off (such as the bark on rustic stick pieces).

* ''Sanding blocks is analogous to conducting that symphony which someone else (maybe you earlier) wrote! It brings out the glorious artistry of the Artist (tree), and will help you develop a systematic mind and sense of rhythm so that you are more effective demonstrating a Zooky (to children or adults who haven't seen one before).''

* (Further learning bonus: the sander is a relatively safe machine for relatively young children to use, making blocks for relatively younger children. Consult experts on how to set up a workspace in which some children can participate safely.)

Two layers of varnish might be advisable for some softwoods which soil or stain easily-- and can also make some pines, etc., more dramatic by bringing out the color contrast between rings. The boringest softwood pieces can be painted: first a coat of paint, then let dry; resand; second coat may be varnish).

An option with hardwood blocks is to resand with a higher grit (and slower wheel speed, which may require belt and pulley): Grit #36, #50, #60, #80, #100 etc.

* The crossgrain thus revealed, detailed view of many years of treegrowth, is the #1 most educational view seen anywhere on the planet; might not need to be varnished.

For more tips on sanding, please seeWikibooks:Carpentry?Power Tools/Sanders.

Block toy specialties
Cut any size and shape of block (unless there is enough stick or lumber length for a Bogie, mallethandle or walkstick), but here are some especially important types you can aim for:

Towerbauerfingerblocken
From board cut-offs and other left-over milled lumber, cut slender blocks any length, but if in doubt cut 5"-- this size can serve as track ties for the Abstrak 2 Cardboard Railway and for tall surprisingly stable World Babble Bubble Towers. It does not matter if the blocks are a little thicker or wider at one end than the other!  Children building towers learn to compensate so that if the tower is too high on one side, thicker blocks are added next further up on the other side.  ("Irregular Blocks Teach Adaptive Engineering.")

The tower is built up Jew-Star fashion, i.e. hexagonal with three blocks on each level interlocking with the three blocks of the previous level. Looking down on an tower in progress you see something like a multiple star of David. Lay out bigger blocks at the bottom and reduce size (down to about five inch blocks) on the way up making it look from the side a bit like the Eiffel Tower. Unlike a square system, easily pushed in any of four directions, this is surprisingly stable and will not fall down easily no matter how high you build it if the logs are laid astutely. (This idea was allegedly invented in 1999 in Jewtown, the former Chicago Maxwell Street neighborhood.) At a height of 4 feet or so-- or as high as a 2-year-old standing on a Stookle can still safely add blocks to it-- an 8" World Babble Bubble Ball (see below) is placed atop the tower and breathtaking photos made.

Linkin' Loglets
(No affiliation with manufacturer of a killedtree commercial product of similar name, let 'em sue me.) Cut tree-branch sticks various lengths 10" or shorter, with the bark still on if it is in good condition, flatten and sand smooth the ends, round edges splinterfree, and produce cut-a-way flat notches near each end like in the pictures of log cabins in history books.  Can also be used to build rustic World Babble Bubble Towers (see below), for which 5 inches is a good typical length for most of the sticks, producing an upper tower diameter of about 8 inches.  Children familiar with this genre of blocks will understand later how to build useful things such as a modern Compost Bin on a Pallet.

Eggspflat
Cut out any 2" x 3", 3" x 4-1/2", 4" x 6" etc. area of 1/2" or 3/4" board which has a large central "defect" (i.e. messy knot/ornament) into an egg-shape, and sand very smooth and regular (may take up to 5 minutes). Something durable and permanent to hide in the garden each Eastertide instead of hens' eggs.

Diamond
Trim any "ornamented" piece of flat board that is just slightly too small to make an Eggspflat (i.e. smaller than 2" x 3"/5-cm x 8-cm) into a rhomboid shape; bevel and sand all edges agressively but, in this one case, leave resulting edges and corners unrounded! Aim for perfect shape lines against which the "blemish" in the flatwood will present a poignant irony.

Plywood ravioli
Use any small cutoff pieces of 1/2"-3/4" plywood, even filthy old ones. Cut squares up to about 2 inches (5 cm) wide, saw-beveling all edges (up to a 3/8"/1 cm.-wide slanted area) and sanding the two flat sides to produce a relatively clean beauty block. (With old, possibly weak plywood, cut square only, but if you can slant-cut to a rhomboid shape without the thing breaking apart, go for the rhomboid Diamond shape which is even more special.)

Varnish is advisable, especially with old weak wood or if suspected of being treated with who knows what chemicals.

By drilling two wire-holes near the center of each piece you can wire three or four relatively small Raviolies (less than 1-1/2"/4 cm wide) together to make a golfballsize Japanese Lantern Čźôgў (see above). Countersink (45-degree bladed drill bit) the openings of the holes to eliminate splintering.

Picasso (named after Chicago statue)
When in the course of boardcutoffing you find a well-formed, round, eye-like knot or knothole, cut a wedge-shaped piece 3-8" long with the knot well centered in the wide end (Ono Picasso). A woodpiece with the eye at the edge of the wider end is also worth saving, and making into an Uh Oh Picasso.  Sometimes there are two knots close together; center them well and make a Guernica Picasso.  (Each single-eye piece is a Sinatra Picasso.)  You can drill two holes (like nostrils) in the nose or narrow end of the Picasso and wirebraid a key, small pencil or other important doodad onto the piece after whatever sanding or varnish has been done.

If the available woodpiece is too short to make a Picasso, settle for a Diamond.

Miró Picasso (named partly after the "other" Chicago statue)
If there are two or more small irregular knots in the wood, cut a wide wedge-shape with the ornamentation mostly in the wide end. The Miró can be used like a Picasso, as a Bettybird-deck, or as part of a Watergropius.

Hens'-Eggs-Size-Blox
From boring undistinguished softwood 2x2's cut 1-1/2" x 1-1/2" x 2" blocks, paint with primer, then let children put on a colorful coat or drawing, followed by varnish. Use at Eastertide instead of real hen's eggs (along with Eggspflat, above).

Easter game
Hide Hens'-Eggs-Size-Blox (children get one point for each), Eggspflats (2 points), Diamonds (3 points) and Picassoes (4 points) around the White House (or your house) lawn.

Also erect a signboard listing prices: Hens'-Eggs-Size-Blox 38¢, Eggspflats $38.00, Diamonds $38,000.00, and Picassoes $38,000,000.00. This will help teach the children mathematics and voodoo economics.

World Babble Bubble Ball
This is up to the size of a regulation (expensive) soccer ball (5-8"), only instead of being purchased for big bucks from a sporting goods store, it is made out of you don't want to know what. (Well, actually it exemplifies Adaptive Reuse instead of Recycling.)

Instead of recycling old crinkly plastic water bottles (for lousy prices), cut up to four of them down to 6 inches long (save topfunnel to make a Plwcky Cwp), crumple, tape or tie them together into a sort of nucleus. Cut long strips of cardboard and wrap those around the ball, mainly in concave areas making the ball rounder, taping the ends of the strips down. Wrap around and tape down long rolls of scrolled-up newspaper with lots of soft puffy stuff rolled inside, then wrap with lots of lousy old tape you want to use up, pushing and beating with the butt of your hand on any part that sticks out, until it is roughly spherical (don't worry about perfectly, the Perfect is the Enemy of the Good). Glue on beautiful sections of old maps or other illustrated paper, or apply colored tape in interesting geometric patterns. Then 100% weatherproof it with many rounds of relatively good 2" or 3" clear packaging tape (art decoration will show through pretty well), so if the kid leaves it out in the rain it won't weigh a ton.

If it turns out rather too heavy for a kickball, place it on top of a World Babble Bubble Blocktower. If light enough it can be used for volleyball or strung to a pole to use as a tetherball.

4-inch Unofficial Batball
This can be made by scrolling up a strip, 4-6 feet long depending on thickness, of that waxed brown cardboard some fruit cartons are made of (not accepted for recycling because of the wax). Cut the strip 4 inches wide at one end and soon begin to narrow down, then start wrapping tight from the wide end until you have something close to a spheroid. Wrap tired old tape around until reasonably firm and solid, then color tape or glued-on paper with color or patterns, then enough layers of 2-inch clear plastic tape until weatherproofed.

Intended for anything a regular softball can do including hit with a bat. An infant or toddler might have several balls of different colors, shapes, sizes (perfectly spheroid not essential) on down to tennis ball size.

Slæbacus
Study pictures of old abacuses, then cut five slabs of wood, maybe 3/4" x 2", drill and countersink a matched series of holes up to 2" apart along each of the vertical (?) slabs, and sand away all splinterdom before carefully securing them together with nails, screws or whatever.  The holes should be just the right size to tightly grip grey telephone cable, the kind with 4-8 little wires inside.  Thread the cable through all holes with 4 and 1 or 5 and 2 beads suspended inside the space of the frame-- this may take 10 to 15 feet of cable.  The holes of the beads should also be tight enough that they slide along the cable only when pushed, so that the user will have the option to hold the thing with the cable segments lined up vertically like with real Arabic number columns in modern math, without the beads sliding down unexpectedly.

The beads can be about an inch thick, round or square to taste, or painted various colors.

Æbstræk Cardboard Glideways, or Æbstræk 2
Railway toys are important for the development of a young mind, as concerns comprehending the ABC LAW-- Actions Beget Consequences. If you push a lead car or Locomotive along, one or more other cars tied or wired to it will follow.

Cut 5-inch wide slabs of cardboard of any length and score and fold so that there is a 2"-wide space in the middle with a 1/2" high curb on either side. Punch holes in the cardboard and use little 1-mm. colored telephone wires to tie these curbs in position and also tie the structure in turn to 5" small sticks (for each piece of track, two crossties and four wires). Cut short wedge-shaped pieces for turns.  Create hills, valleys, bridges etc. by wiring cardboard on and over the top of various blocks, boxes etc.  Tape down edges or corners that a moving blocktrain could snag on.  This is a DIY simple primitive version of the popular but expensive and fragile HO and O gauge train layouts made from parts sold in stores.

Make trains out of blocks 1-1/2" - 1-3/4" wide and up to 5 inches long, with little boxes and/or other stuff wired on top of them. Drill wide holes on top to insert Painted Little People (dowel dolls)from a commercial toy set if you have those. Drill little holes at the ends of the bottom blocks to wire-link cars together so that when the locomotive car is manually pushed along the track, other, usually lighter cars follow (ABC). Round or bevel the front end of each block so that in movement forward they don't snag on some joint in the cardboard track.

Æbstræk 4
Line up kids' other toys-- blocks, block towers, block houses, log cabins etc. 4 inches apart to form streets on the carpet. Make trains 3" wide to push manually along the streets.

A nifty locomotive can be made by cutting off the top 3-4 inches of a cleaned-out gallon anti-freeze jug (some are bright yellow, green, etc.). Wash thoroughly to remove alleged toxins and avoid $3,000,000.00 lawsuit. Cut an oval-shaped piece of board to fit snug inside the open (bottom) end of the jugtop and secure safely with screws, nails, staples or whatever. You can stuff something inside the open mouth of the jug on top to make it look even more like a real traditional old locomotive. Use wires to attach other reasonably heavy cars behind with baroque loads on top.

 * Aside from maybe the bicycle, the railroad train is the most magnificent technocratic art triumph and education toy of the last two centuries.

 * Since the early 1800's musicians have eagerly soaked up the railroad sound and sense of movement into their art, including the great composers who were already creating a "tracked" variety of music, i.e. the audio-visual system of manuscript score + live or recorded performance. Consider introducing your toddler to a great modern railroad symphony such as Dvořák's No. 9 op. 95 (1892, possibly named after a long forgotten locomotive with the nickname "New World" painted on it), or Nielsen's No. 5 op. 50 (especially the finale) (1921-22), and borrow a score from the library so your toddler can learn to "follow the tracks" and read along with the music (at first you guide the child's finger left to right along the page).  This practice makes it amazingly easy later on, say by age 3, to learn to read words and sentences.  For more discussion of score-reading and how it educates the inventive ability, see Preschool Project.

Claxwell
From almost a foot-length of well-sanded 2 x 4, by adding notched wheels on either side make a car less than 3-1/2" wide that can be pushed along on the carpet (or in the channels created for Abstrak 4). Mounted along each side is a tongue-depressor stick (or any flat length of wood or plastic) that stretches from the front to rear wheel on that side, and by sticking into the notches on each wheel makes a complex clacking noise when the car is pushed and the wheels turn.  On top of the 2x4 drill wide holes with a speedbor into which Painted Little People (dowel dolls) can be inserted.(An illustration is in preparation and will be added when this writer gets scanner-literate.)

The Claxwell is named after that old car owned by Jack Benny and Rochester-- right, the Maxwell-- and it was invented on Maxwell Street during the 90's before the University of You-Know-What gobbled up ("gentrified") the neighborhood.

Crooked Croquet a.k.a. Cardboard Croquet
l. The croquet mallet handles can be made from strong straight sticks of any length from 10 to 40 inches. For the sake of appropriate mirth the tallest family member will use the shortest mallet and the shortest family member the longest. The mallet heads can be segments of tree branch, 2 - 2-1/2" wide and 4 - 5" long. If the head has interesting bark on it, so much the better. To the mallets as to all other equipment the golden rule of childhood learning applies: no two alike.

2. The croquet balls can be made by winding strips of nonrecyclable waxed cardboard (used to ship fruit), starting 4" wide and getting narrower, into a tight spheroid, then wrapping with ugly old tape, beating and banging down places that stick out.  When fairly round (the Perfect is the enemy of the Good), apply colored tape, or glue on interesting paper, then wrap with lots of good clear 2" packaging tape for weatherproofing.

3. This game can be played with variant rules, whereby the object is to hit your ball into an 11" x 5-1/2" x 1-1/2" G. O. D. (giant outdoor domino), plywood playing card, 4 x 4 x 4 dice cube (can be made from a block pallet block), same size scrabble cube, giant scrabble block, or giant outdoor chesspiece (all made from landscape waste or pieces of scrap lumber).  If you hit your ball into a domino, you can place the domino in a formation with other domines and claim corresponding points.  If you hit a dice cube, claim the points on top and throw the die somewhere else across the lawn.  If you hit a scrabble, lay it with other scrabbles to form a word.  If you hit a chess piece, carry it over to an eight-foot chessboard (painted on the driveway, or made from two handy 4' x 8' foot rolls of dyed carpet laid out side by side on the lawn).

4. From playing these games a child might logically graduate into the carpentry class and learn to make outdoor education toys for younger children.

G.O.D.-- Giant Outdoor Dominoes
From a set of 11" x 5-1/2" x 1-1/2" giant outdoor dominoes a Standing Stonehenge of Stone-Age Dominoes (apologies to Paul, they're made of wood) can be constructed. Stand the dominoes upright in a wide circle.  While cameras roll, an exquisitely dressed 2-year-old armed with a bogie steps toward the circle and knocks one of the dominoes over.  All the grownups go ooh and aah and clap and cheer and shout the number of the first-knocked-over domino which will be visible for a few seconds until the rest of the dominoes have fallen.  This will teach the selected blessed damozel 2-year-old a bit of math and physics and promote high self-esteem.

Čescago-- Megačes-- Česex
Make large-size outdoor chesspieces out of segments of tree-trunk (up to 9"-diameter checkers which serve as the pedestal), with the bark still on it to serve as the black pieces; or blocks of milled, sanded dimension-lumber and plywood (white pieces). The ČESCAGO system shown in the adjoining diagram uses size, shape and arms which stick out at various places to distinguish the different pieces.

Paint a big chessboard on an 8' or wider driveway, or checkerdye two 4' x 8' slabs of carpet which can be laid side-by-side on the lawn. The pieces in the adjoining diagram range from 7" high pawns to 13" high kings; sets of plastic Staunton Design pieces in that size range set for hundreds of dollars in internet, you can save big bucks making your own using the formula shown here.

 * Lawn Chess Ceremony: committees of 6-year-olds function as Chessgenerals, huddling and deciding on the moves, issuing an instruction such as, "Vanna, would you please move our pawn to QB4 (c4)?" Then an exquisitely dressed 2-year-old Chesshostess-- Vanna McWhiteknight or Betty McBlackbishop-- steps forward, picks up the indicated piece, and places it on the correct square.  All elderpersons present applaud like on a real tv show, and the preschooler is rewarded with high self-esteem and encouragement toward a career in math or engineering.  Some bureaucrat writes up the score (list of completed moves in two columns) on a signboard and all participants develop chess literacy, a step toward learning other more complex languages later.Treedesigner

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Globewide Network Academy

The Globewide Network Academy is a 501(c)3 Texas non-profit which runs a website http://www.gnacademy.org/.

I'd like to move as much of the content of that site over to wikiversity since there is a small but active community here, while the GNA community has dispersed over the years. The things that can be moved over are:

 * wiki contents on distance learning - a lot of howto's
 * the GNA database - this could be used as the platform for a wikidata project
 * the C++ textbook
 * lot's of other things - all of the contents on http://www.gnacademy.org/ is open source and people are welcome to use it for whatever they want.

Other things that academy can provide are

 * we have a 501(c)3 non-profit already set up, and we can use it to administer grants or help other people set up non-profit corporations
 * we have a Linux server which is available for people doing academic things
 * we have MOO's set up
 * also most importantly, we have a lot of experience with the pitfalls of trying to set up an on-line university. A few things:
 * the most important thing is community
 * accreditation is a lot easier than you might think
 * you must keep the technology infrastructure open source
 * you must keep that open source technology infrastructure funded
 * bazaar markets are good since they avoid the bureaucratic structures that lead to fratricidal conflict
 * survival is most important. we started before the dot-com boom and bust before most people hadn't heard of the web much less wiki.  Because we didn't have a cash-burn, we outlived pretty much everyone else in this space.
 * just do it

This is part of my general personal project of creating an academic ecosystem.

Roadrunner 20:01, 2 November 2006 (UTC)

title: Globewide Network Academy


text:
Introduction to Research

This is an introduction to doing research, particularly original research. Please feel free to edit this guide, to add methods, methodologies that you use, or to add questions, requests or comments on the talk page.

Starting research
You will most likely start doing research because you have a particular interest in a particular field. You might want to find out more about, for example, the links between poverty and crime; how to provide for multiculturalism in the classroom; or what the extent and effects of pollution in your area are.

To find out more about this interest of yours, you must identify a "path" that you will take in order to undertake this research. You will most likely not know what this path is, but you might have some idea of where to start - e.g. from your theoretical/disciplinary standpoint, or from something that you have read that has made you think, even if you disagree with it. You may find, in thinking about your area further, that there is something which is not working, or which is unknown, or perhaps which is hypothesised, but that needs to be tested. This is the context for your research - your research problem. The next thing that you need to do is to turn that problem into a question or a statement - which you will use to address this problem.

Research question
Your research question (or questions) should be your tool(s) for addressing the issue that you have identified as being of interest to you. The way you ask the question is vital to determining what kind of research you will conduct. For example, if you are interested in the second example above - multiculturalism in the classroom - you could ask a number of questions about this, all of which will guide you in a specific direction. Examples of questions to address this context/problem might include:

 * "Why are some schools managing to integrate students from different backgrounds better than others?"
 * "How are teachers in [X] coping with the increasing numbers of students from [X]?"
 * "What could I do to improve the intercultural awareness of the students within my class?"
 * "What is the impact of multiculturalism on classroom ethos?
 * "What are the strengths and weaknesses of multiculturalism in the classroom?

Each of these questions has a particular slant (possibly even a philosophy), both in what it is targeting and how it is phrased. They will also inevitably spawn a number of other questions, or sub-questions. They also may need to be refined, or clarified (such as, in the second question, by asking "What measures are teachers taking to cope with ...?". This is a continual process that you will have to think about constantly throughout your research - possibly even after your data collection and analysis. Things to bear in mind in forming questions to ask is to be realistic in what you can answer (with the time/resources you have available), and also in how many questions you are answering (better to have one or two well-focussed questions, than five vague ones).

Literature review
Research cannot exist in a vacuum. In order to be scientific and rigorous, your research must itself be based within the context of "the literature" (ie books, journals, newspaper articles). Literature here can be taken broadly - it is perfectly valid, for example, to cite television programs as contributing to the context of your area of inquiry. Your research should show that you have read around both your subject and the methodologies that you have chosen - your questions, methodologies and methods will also largely be shaped or influenced by what you have read.

Methodologies and methods
There are a wide array of research methodologies and methods, and, while there are some distinctions amongst these, there can also be significant overlap or multiple methods/methodologies used in a single research design. Research methodologies can take the form of experiment, case study, and/or survey, can be either, or a mixture of, qualitative (based on words and meanings) or quantitative (based on statistics and their meanings), and can incorporate a variety of methods to generate data (eg. observations, questionnaires), as well as varieties of ways of analysing this data. The following are some common ways of designing a methodology that answers your research question(s), and methods of generating data.

Methodologies

 * Experiment: An experiment-based methodology is where, simply speaking, a stimulus is applied (eg. a new system of teaching science to primary school students) and its response is measured (eg. by analysing exam results). Such a methodology is most often linked with a quantitative (ie statistical) approach, but this is not necessarily the case. To maximise the validity of such studies, there is usually some element of controlling of/for variables (such as by having a group of students who are taught differently to normal, and another group who are taught the same as normal). It can be linked with methods such as observation, interview etc.
 * Survey: A survey is a study of a phenomenon over/within a geographic region. This could involve, say, a survey of the crime rates of every major city in a certain country (where "major city" needs to be defined), or a survey of a sample of bloggers' political motivations (where this sample needs to be defined).
 * Case study: A case study, as the name implies, is a study of a specific "case", or group of "cases" - a "case" being an individual person, an organisation, a school etc. Some research will focus on one single case and attempt to generate "rich" data (ie revealing as much complexity as possible); and some research will focus on a number of cases, either which are significantly different from one another, or which are similar, or which are clustered or spread in a geographic/socio-political spread. Focussing on a number of cases can approach a survey design (or mini-survey) - or sometimes large-scale surveys can be used in order to identify specific cases which might be of interest to the researcher.

Overall, research design is a complicated, and personal, thing. There is no research which is implemented from another design "off-the-shelf". Of course your research will probably echo much research done before - and this is a good thing - but, in order to be individual, interesting and useful, it needs to be continually grounded in the research questions that you have outlined - as well as appropriate to the subject/context/environment/population that you are studying. In order to address a complex question (and all research questions are complex), you will need to identify what methodologies and methods - or, more likely, combinations of methodologies and methods - are most likely to address your particular question to your satisfaction.

Methodological issues

 * Sampling - Are the people you have chosen to participate in your research (or who have themselves chosen to participate in your research), representative of the population? In other words, if you can draw conclusions from your particular study, will it be useful or applicable to other people? Does it matter to you if your sample is unrepresentative?
 * Ethics - Are you potentially harming someone through your research? A central maxim of human-subject research (ie that involving people) is "do no harm".
 * Validity - How might your design be flawed, or your conclusions wrong?

Methods
Some examples of research methods:
 * Questionnaires: Sometimes a questionnaire can contain a number of questions with a number of options to choose from (ie where you have to "tick a box, or number of boxes"). Other questionnaires may be questions with space in which to write more free-form or detailed answers. Some questionnaires will have a mixture of both types of questions. Both types of questions can have their strengths and weaknesses.
 * Observations: Observation is paying close attention to an environment, its context, and its social dynamics. It can be systematic (where the researcher will be recording, for example, how many times a person scratches their head), or more free-form where the researcher watches everything and records as much detail as they can or that they feel is appropriate. This latter type is a form of "participant observation", and which is often associated with anthropological or ethnographic research.
 * Interviews: Interviews can be between one person and another, or in a group setting. They can be "structured" (where the interviewer will ask a predetermined set of questions), "semi-structured" (where the interviewer will ask a number of questions based on an outline of topics to be covered), or "unstructured" (where the interviewer will ask questions based on whatever emerges during the interview itself - or, often, will not seem to ask questions, but rather facilitate or participate in a conversation).
 * Eliciting: Eliciting is a way of getting people to talk about something, based on a prompt, such as a photograph, or piece of music. For example, in research done with young children, an interview might be intimidating, but a photograph (for example) gives the child or children something to talk about, while giving the researcher an opportunity to observe reactions to the photograph.

Activity
''Return to the Research questions section above, and try to see what methodologies and methods you would use to address each of them. Why do you think your selection of methodologies and methods works better than other possible options? What potential issues do you see arising from your choices?''

Analysis
Once you have collected your data (e.g. filled-in questionnaires, interviews recorded and transcribed), you must now do something with it! What good is your data to anyone else if it is not interpreted (except, of course, other researchers)?

Writing
Writing up your research into a report, paper, essay or thesis. See for more at Help:Resource types

title: Introduction to Research


text:
Talk:Introduction to Research

This page is still in progress - feel free to add, edit, clarify, etc. But I am also wondering if anyone reading this thinks it might be too narrow in focus? I make no bones about the area of research that I am most familiar with - educational/sociological research - but this makes me think that I may well have left out much about scientific research, for example. So, is this page really an introduction to research or is it an introduction to social research? Should we have many introductions to disciplines of research, or one introduction and then many links to various types of research projects, or research methodologies? I'm thinking we also need to have a research portal (Portal:Research) to collate material for people who are interested in finding out what research is, how it is done, and what they could do to get some personal feel for it. I'd very much welcome feedback on the larger issue of research within Wikiversity (see Research), as well as this page itself. Thanks. Cormaggio 20:23, 2 November 2006 (UTC)

I like the idea of having Portal:Research.

It is very rare for anyone to try to make a broad and general description of research. We live in an age of specialization and nobody can be an expert in all of the disciplines that make use of research. Each specialized domain of research has its own specialized research methods and traditions. Even the Wikipedia article on research is biased and describes a very narrow view of research. For example, the Wikipedia article does not mention the role of literature reviews in research and does not even link to Meta-analysis as a research method. The Wikipedia article for Literature review is just a stub and does not even link back to the Wikipedia article on research. The Wikipedia article on research has only one reference. I think that the family of Wikimedia Foundation projects has a "blind spot" that arises from the "No Original Research" policy. Wikiversity has an opportunity to become a Wikimedia Foundation project that is open to original research. Personally, I am interested in exploration of ways to make research activities an integral part of many educational activities at Wikiversity.

There are some good reasons for Wikiversity participants to try to create a broad and general description of research. First, I believe that an interest in research should be fostered in everyone who is a member of a democracy. People need a tool kit that allows them to recognize when ideas are supported by evidence rather than the product of propaganda mills. Critical assessment of existing knowledge is the fundamental first step in research, and everyone should be given experience in critical assessment of existing knowledge as part of their education. Our culture is characterized by a rapid rate of development of new ideas and technologies; in many cases this is facilitated by government funding. Everyone should understand the basics of how professional research is funded and integrated into society.

Second, Wikiversity participants are supposed to be creating a set of policies and guideline by which original research will be allowed as a component of Wikiversity. One proposal that has been made is that research policy for each academic discipline in every language, "should be left to the individual specialist areas as well as the individual language versions" (source). This idea is in contrast to the request by Board member Anthere, "..... guidelines should be developped, *in particular* with regards to collaborative research. We would hope that these guidelines are as much as possible developped on the beta site (in particular collaborative research), so that all languages share a common goal and a few common non negociable rules." (source). If we are going to have some project-wide guidelines for research activities, we would benefit from having a clear description of what research is in the broadest sense and a staement of what aspects of research should be viewed as the project's priorities for integration with Wikiversity's educational mission. --JWSchmidt 00:29, 3 November 2006 (UTC)

In very rough terms, research in mathematics consists of posing problems, solving them and posing more problems. The difference between a good mathematicist and a bad mathematicist is how coherent (and deep, general, useful, etc) a theory one creates out of all that. Two deep problems today are Riemann's hypothesis and Langlands' programme. In theoretical physics, the outstanding problem is the construction of quantum field theory with gravity.--Hillgentleman 06:32, 7 November 2006 (UTC)

title: Talk:Introduction to Research


text:
German vocabulary/Verbs/Regular verbs

Endings in German regular verbs are:

Note: If the stem (the infinitive minus -en) of a verb ends in -d or -t, the endings -st and -t become respectively -est and -et

title: German vocabulary/Verbs/Regular verbs


text:
User talk:Salgat~enwikiversity

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 Salgat. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Salgat~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 23:42, 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) 06:21, 19 April 2015 (UTC)

title: User talk:Salgat~enwikiversity


text:
User talk:Philipp~enwikiversity

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 Philipp. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Philipp~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 23:41, 17 March 2015 (UTC)

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

title: User talk:Philipp~enwikiversity


text: User talk:Jafet

title: User talk:Jafet


text: User talk:Jopuppy988

title: User talk:Jopuppy988


text:
User talk:Sambou~enwikiversity

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 Sambou. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Sambou~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 23:42, 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) 06:21, 19 April 2015 (UTC)

title: User talk:Sambou~enwikiversity


text:
Transbabel Multilingual Schema

The Transbabel Multilingual Schema was developed at META by a host of MediaWiki Developers, Wikipedia Administrators, Wikimedia Staff and a universe of users from all walks of life. The schema is time-honored, user-friendly, well-developed and accepted world-wide in the sphere of Wikimedia and its sister projects. Wikiversity is next in line to benefit from this system.

Multilingualism at Wikiversity
We have adapted the meta Tranlator's Templates and are working on an adaptation of the Transbabel Multilingual Schema here at Templates See Template:Translators and below for more background and some direction. As with all Wikimedia projects, this one will be consensus-driven, open to all, and flexible to a fault.

We would like to extend a hearty invitation especially to those who are learning English as a second language and let them know that we are interested in establishing Interlingual dialog. We see this as an opportunity to build community across language barriers as a multilingual academic discourse community. Transbabel at Meta has shown us the way!

Meta resources
Meta has a cornucopia of resources for translators!

Multilingualism:
 * Translators
 * Translation process
 * Interlingual coordination
 * m:Meta:Conventions for multilingualism

m:Category:Multilingualism
 * m:Category:Transbabel
 * m:Category:Translator's Templates

Basic English
Simple English Wikipedia

What about Simple English Wikiversity? Let's talk!

title: Transbabel Multilingual Schema


text:
User:Danaman5

I am a University of Chicago student who enjoys East Asian languages and culture.

title: User:Danaman5


text:
Calculus II

Calculus II is the second course involving calculus, after Introduction to Calculus. Because of this, you are expected to know derivatives inside and out, and also know basic integrals. Calculus II covers integral calculus of functions of one variable with applications, specific methods of integration, convergence of numerical and power series, parametric equations and polar coordinates, and separable differential equations. In this course, we will cover series, calculus in more than one variable, and vectors. Because you should know basic calculus, we'll just start where you left off.

Tests
Wright State University Lake Campus/2017-1/MTH2310

/Test 1/ /Test 2/ /Test 3/ /Test 4/
 * The four midterm tests are on 2/2/17, 3/9/17, 3/30/17, and 4/20/17 (all Thursdays) from 11:30 - 12:50 pm.
 * The final exam is on Monday 4/24/17, at 3:15-5:15 pm.

Content

 * Chapter 1 - Vectors
 * Chapter 2 - /Vector Geometry Operation/
 * Chapter 3 - /Vector Algebra Operation/
 * Chapter 2 - /Vector operations/

Lessons

 * More ways to use the derivative
 * Partial derivative
 * Applying definite integrals
 * Integrals of solids and planes
 * Physics equations/Integrals for Maxwell's equations (Under construction)
 * Sequences and Series
 * Taylor's series
 * /Moments/
 * Complex Numbers
 * Models

 * Vector derivatives
 * Integrals of a line
 * Important theorems of the vector

External resources/References
̈* Vector calculus identities
 * K. Stein, Sherman. Calculus and Analytic Geometry. 2nd ed. New York: Mc-Graw Hill Book Company, 1973.
 * Integral Calculator

title: Calculus II


text:
Portal:Biomedical engineering

Welcome to the portal!

Biomedical engineering (BME) is the application of engineering principles and techniques to the medical field. It combines the mechanical and mathematical expertise of engineering with the medical expertise of physicians to help improve patient health care and the quality of life of healthy individuals. As a relatively new discipline, much of the work in biomedical engineering consists of research and development, covering an array of fields: bioinformatics, medical imaging, image processing, physiological signal processing, biomechanics, biomaterials and bioengineering, systems analysis, 3-D modeling, etc. Examples of concrete applications of biomedical engineering are the development and manufacture of biocompatible prostheses, medical devices, diagnostic devices and imaging equipment such as MRIs and EEGs, and pharmaceutical drugs.

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

Learning projects and resources
 Here is a list of Disciplines in Biomedical Engineering

 Cant see the course you are looking for? Then it probably is not written yet. All courses that are yet to be written are kept here.

Please have a look at our current list of requested courses.

If you still don't find the course you want, then you can request it by listing it on the page. Better yet you can start the course your self! PS: All courses with no content will be moved to the Department Course wish List page

 * Biomedical engineering
 * Search for Biomedical engineering at Wikiversity

Wikimedia

 * Biomedical engineering

title: Portal:Biomedical engineering


text:
Electronegativity

Electronegativity is the term used to describe the ability of a nucleus of an atom in being able to attract electrons from other atoms towards it.

The trend within the periodic table is that as you go across the groups from one to seven, (not eight or zero, as these are inert elements), the electronegativity of the elements increases. Also, as you descend the periods, the electronegativity decreases. Therefore, due to this trend, Fluorine is the most electronegative element.

This trend is apparent as you can work out the electronegativity of a given element by knowing the amount of inner electrons that cause shielding from the nucleus and the total amount of electrons. For example, with Fluorine, it has a total of nine electrons and two of those cause shielding from the nucleus. Therefore, its overall electronegativity is notated as 7+. Clearly, this can also be defined by the number of outer electrons an element has and the group it is in (as Fluorine has seven outer electrons and is a member of group seven).

Though this method of working out electronegativity would imply that all elements of the same group have the same electronegativity, size is a determining factor. This is because with smaller sized atoms, there are fewer electrons shielding potential bonds from the nucleus. Therefore, electrons from other atoms are more easily attracted. Whereas, with larger atoms, there are many more electrons shielding the nucleus, making it more difficult to attract other electrons and therefore less electronegative.

This electronegativity plays a part in polar molecules. This occurs within covalent compounds where the given compound might show properties of an ionic compound.

An example of a polar compound would be HF. This is because Fluorine is more electronegative than Hydrogen and therefore pulls the electrons in the covalent bond closer towards it. This means that the Fluorine atom is slightly negative, while the Hydrogen atom is slightly positive.

Positive and negative charges are what occurs in ionic bonding when, generally, metals either lose or gain electrons (thus making them positive or negative). Therefore, though the charges in HF are not as significant as you would find when an atom becomes an ion, the slight charge creates some ionic properties.

However, this does not happen with all covalent compounds. For example, in F2, there is no polarisation because each atom present is equally electronegative. Also in BF3, there is no polarisation as, even though Fluorine is more electronegative than Boron, each of the three Fluorine atoms is equally pulling the electrons towards them, meaning that the distribution is not uneven.

title: Electronegativity


text:
HTML/Lists

There are three kinds of lists in HTML:

 * ordered lists
 * unordered lists
 * definition lists

Overview
Ordered and unordered lists are both lists of items. The only difference is that items are marked with numbers in ordered lists and bullets in unordered lists.

 * To create an ordered list, use the  tags.

 * To create an unordered list, use the  tags.

 * To create an item in a list, use the  tags between a set of list tags.

Lists can be placed inside one another. This is called "nesting". Ordered lists can be nested inside unordered lists and vice versa. The only limit to nesting is the physical space available on a page; each nested list is indented more and leaves less space for its items than its parent.

To nest, do this:

Ordered list
The code for an ordered list: The output of the above code:

 * 1) Item 1
 * 2) Item 2
 * 3) Item 3

Unordered list
The code for an unordered list: The output of the above code:

 * Item 1
 * Item 2
 * Item 3

Nested list
The code for a mixed nested list: The output of the above code:

 Item 1  Item 1.1 Item 1.2  Item 1.2.1 Item 1.2.2 Item 1.2.3

Item 2

Item 3

Item 3.1

Item 3.2

Overview

 * To create a definition list, use the  tags.
 * To create a term on the list, use the  tags.
 * To create a definition in a list, use the  tags between a set of list tags.

Examples

Term 1

Definition of the first term

Term 2

Definition of the second term

Term 3

Definition of the third term

HTML/Списки

title: HTML/Lists


text:
Portal:Euclidean geometry

Lessons

 * Euclidean geometry
 * Geometry
 * Euclid's Elements

Wikibooks

 * Geometry

Outside Sources

 * Math and the Art of MC Escher A course covering Euclidean as well as non-Euclidean geometry at Saint Louis University. Taught using an interdisciplinary approach using the art of the Dutch graphic artist M.C. Escher.
 * TED: The Beautiful Math of Coral - A TED Talk by Margaret Wetheim that explores the connection between Euclidean space and the feminine handicraft, crochet.

title: Portal:Euclidean geometry


text:
User:MichaelBillington/Sandbox2

var wgArticlePath = "/wiki/$1"; var wgServer = " http://en.wikiversity.org "; var wgPageName = ":"; var wgTitle = ""; var wgContentLanguage = "";

title: User:MichaelBillington/Sandbox2


text: User:MichaelBillington/Stats

title: User:MichaelBillington/Stats


text:
User:Rayc/School status

Art and Design
Mostly WikiU Film School
 * School:Art and Design

Update: 00:38, 21 November 2006 (UTC)
 * Learning project: 2
 * Mad Max Courses: 2
 * Active participants: 2

Astronomy
Mostly reasearch projects
 * School:Astronomy

Update:
 * Learning Projects: 0
 * Research Projects: 3
 * Active participants: 2

00:40, 21 November 2006 (UTC)

Biology

 * School:Biology

Update: 00:13, 22 November 2006 (UTC)
 * Learning Projects: 12
 * Divisions: 15
 * Active participants: 1

Business
Transwiki-ed texts
 * School:Business

Update: 00:16, 22 November 2006 (UTC)
 * Learning Projects: 0
 * Subcategories: 13
 * Active participants: 6

Classics
Learning of greek/latin
 * School:Classics

Update: 17:07, 22 November 2006 (UTC)
 * Learning Projects: 0
 * Language Streams: 2
 * Active participants: 1

Chemistry
Transwiki-ed texts
 * School:Chemistry

Very large, focus on programing lag and web design. working on Transwiki texts, Some Research projects also.
 * School:Computer Science

Less on material, more on how to make wikiversity work
 * School:Education

Transwiki-ed texts
 * School:Engineering

Geology
Empty
 * School:Geology

Update: 00:21, 22 November 2006 (UTC)
 * Learning Projects: 0
 * Topics: 1
 * Active participants: 0

History
Seminars were ongoing from before the move, namely Hitlers Germany. History of Quebec and Canada/Study Guide also has been made.
 * School:History

Update: 17:04, 22 November 2006 (UTC)
 * Learning Projects: 2
 * Study Guides: 1
 * Debate Courses: 2
 * Active participants: 6

Information Technology
Empty
 * School:Information Technology

Update: 17:14, 22 November 2006 (UTC)
 * Learning Projects: 1
 * Courses: 0
 * Active participants: 1

Language and Literature
Best portal of all the schools, by User:George Bozovic. Mostly Transwiki material, though.
 * School:Language and Literature

Update: 18:50, 24 November 2006 (UTC)
 * Divisions: 4
 * Active Language Streams:2
 * Active participants (Literary Studies): 8

Linguistics
Home to the Interlingual Beta Club, though not much else.
 * School:Linguistics

Marine Sciences
Mostly empty except for three learning project created by one user.
 * School:Marine Sciences

Update: 18:56, 24 November 2006 (UTC)
 * Learning Projects: 4
 * Active participants: 2

Mathematics
A lot of transwikied material, though some new as well.
 * School:Mathematics

Update: 20:14, 25 November 2006 (UTC)
 * Learning Projects: ?
 * Departments: 7
 * Active participants: 11

Media Studies
Home of the only active learning projects I have seen. Podcasting, garage band, but strangly very little topic space material.
 * School:Media Studies

Transwiki-ed material, some empty learning projects
 * School:Medicine

Some learning projects, transwikied material, and two media focused projects looking for music.
 * School:Music

Empty, except for the school page, which is a bookshelf.
 * School:Pharmacy

Some transwiki-ed material, has a message board and The Question
 * School:Philosophy

A lot of Transwiki-ed matertial, nothing much else.
 * School:Physics

Mainly empty, except for an introduction that focuses on the wikibook.
 * School:Psychology

Mainly empty, except for a Ethnography learning project.
 * School:Sociology

Some transwiki-ed material
 * School:Theology

title: User:Rayc/School status