text:
User talk:Cgnk

 Hello Cgnk, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 23:41, 28 December 2008 (UTC)

human biology
Thanks for the Nonkilling Barnstar. I am enjoying the chance to read Nonkilling Human Biology. --JWSchmidt 01:12, 4 February 2009 (UTC)

Nonkilling Psychology
Thanks very much for this contribution (and the whole school); fascinating. Among other things, you may be interested in which I used as a case study in Social psychology (psychology), but the nonkilling psych materials offers a kind of broader/deeper perspective that I was really after. The documentary, Ghosts of Rwanda, though really seemed to bring students (mordibly) to life around the topic. -- Jtneill - Talk - c 12:15, 4 February 2009 (UTC)
 * Hi Joám. Yes, I'm happy to help with NK Psychology, so feel free to send me the word doc (e.g., I noticed there is an image/figure) and the Rachel MacNair chapter. You are doing remarkably well with learning mediawiki - not just technically, but working with others. Sincerely, James. -- Jtneill - Talk - c 12:49, 4 February 2009 (UTC)

 Woof! My name is Jack(Russell). I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

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 * File:Gaviria.jpg

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

title: User talk:Cgnk


text:
User:ISABEL~enwikiversity

AMO A UNA PERSONA.

COMO EL CAER DE LA LLUVIA Y DEJA UN BRILLANTE EN SUS PETALOS. COMO EL SENTIR DE MI PROPIO SER. COMO EL CERRAR LOS PARPADOS TRISTES PENSANDO EN SU SER. COMO EL VIENTO SOPLANDO Y SU CARICIA ME TRASPAZA, COMO LA LUNA EXITA MI MAR Y ADORMECE EN CALMA SOLO POR EL. COMO EL CONTACTO DE SU MANO TIBIA Y COMVIERTE TODO EN ARTE. COMO MIS SUEÑOS, LA ESPERANZA, Y MIS DESEOS. COMO MI RESPIRAR ESPERANDO TU ALIENTO. COMO ESE SER ESTRAORDINARIO QUE HAY EN EL. COMO EN ESA MIRADA ME DESBRODA MI CORAZON. COMO EL AMOR QUE SIENTO CUANDO TU CUERPO MAJESTUOSO AL ROCE DE MI DESNUDO CUERPO. COMO LAS PALABRAS QUE NO NESECITAN EXPLICACION. COMO EL VOLCAN EN FUEGO CUANDO ME HACES ELEVAR AL CIELO. COMO EL SUDAR DE MI CUERPO EXITA MI SER. COMO EL AMANECER DE UN NUEVO DIA ESPERANDO VOLAR. COMO UN TREN CON SUS BAGONES LARGOS Y CONTINUOS. COMO UN BESO LARGO Y PERMANENTE. COMO COMBINAR ESTE ESPACIO CON EL TUYO. COMO CUANDO SE TRANSITAN DOS CORAZONES Y BUSCAR TUS OJOS JUNTO CON LOS MIOS Y LLEVAR ESE EXPLENDOR A VOLAR. COMO EL SILENCIO DE UNA NOCHE DE LUNA ESPERANDO POR TI.
 * COMO LAS ESTRELLAS BRILLAN EN EL UNIVERSO

I.B.M

title: User:ISABEL~enwikiversity


text:
User talk:ISABEL~enwikiversity

AMO A UNA PERSONA.

COMO EL CAER DE LA LLUVIA Y DEJA UN BRILLANTE EN SUS PETALOS. COMO EL SENTIR DE MI PROPIO SER. COMO EL CERRAR LOS PARPADOS TRISTES PENSANDO EN SU SER. COMO EL VIENTO SOPLANDO Y SU CARICIA ME TRASPAZA, COMO LA LUNA EXITA MI MAR Y ADORMECE EN CALMA SOLO POR EL. COMO EL CONTACTO DE SU MANO TIBIA Y COMVIERTE TODO EN ARTE. COMO MIS SUEÑOS, LA ESPERANZA, Y MIS DESEOS. COMO MI RESPIRAR ESPERANDO TU ALIENTO. COMO ESE SER ESTRAORDINARIO QUE HAY EN EL. COMO EN ESA MIRADA ME DESBRODA MI CORAZON. COMO EL AMOR QUE SIENTO CUANDO TU CUERPO MAJESTUOSO AL ROCE DE MI DESNUDO CUERPO. COMO LAS PALABRAS QUE NO NESECITAN EXPLICACION. COMO EL VOLCAN EN FUEGO CUANDO ME HACES ELEVAR AL CIELO. COMO EL SUDAR DE MI CUERPO EXITA MI SER. COMO EL AMANECER DE UN NUEVO DIA ESPERANDO VOLAR. COMO UN TREN CON SUS BAGONES LARGOS Y CONTINUOS. COMO UN BESO LARGO Y PERMANENTE. COMO COMBINAR ESTE ESPACIO CON EL TUYO. COMO CUANDO SE TRANSITAN DOS CORAZONES Y BUSCAR TUS OJOS JUNTO CON LOS MIOS Y LLEVAR ESE EXPLENDOR A VOLAR. COMO EL SILENCIO DE UNA NOCHE DE LUNA ESPERANDO POR TI.
 * COMO LAS ESTRELLAS BRILLAN EN EL UNIVERSO

I.B.M

 Hello ISABEL, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 01:28, 29 December 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called ISABEL. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name ISABEL~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 23:38, 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) 06:11, 19 April 2015 (UTC)

title: User talk:ISABEL~enwikiversity


text:
User:Swgeek54

Intro Swgeek54 03:30, 29 December 2008 (UTC)
 * IT tech at a sub-unit of an enterprise level organization
 * I am very interested in Wikiversity, as traditional education is unavailable at this time due to financial reasons.
 * I am interested in Computer Science, Computer Programming, System administration, and databases.
 * I work with MS-Windows, but play and learn with Linux (Penguinistas Unite)

title: User:Swgeek54


text:
Switching Power Supply Fundamentals

Back to: Topic:Electronic Engineering Welcome to the course EE 230.
 * Electronics Engineering/Switching Power Supply Fundamentals

Assumed Understanding or Prerequisites

 * A basic course in computer hardware covering building and repair (A+ cert course).
 * OS 1 or more
 * Windows file system and general program use
 * Linux file system and general use, with working WINE install
 * EE 111 Digital Electronics
 * EE 112 Electronics fundamentals
 * EE 113 Analog Electronics Devices
 * EE 90 Introduction to Electronics or the folowing
 * oscope DMM and power supply use
 * Breadboarding
 * Schematics
 * SPICE
 * required algebra 1 geometry 1
 * recommended algebra 2 calculus 1
 * Linear Technology's LTspice IV / Switcher CAD IV installed

Syllabus
This is a introduction in to power supplies and Switch mode power supply theory. This course will cover, The continuation of this course is EE 330 Switching Power Supplies 2
 * zenner and lm78xx based linear regulation. why it doesn't work well.
 * basic unregulated switching power supply
 * voltage feedback regulation
 * current loop limit regulation
 * Inductor based buck, boost, buck boost, invert, non isolated flyback
 * Capacitor based charge pump, buck, boost, invert

Before contributing please see the talk page for this class for more information.EE 230 Switching Power Supply Fundamentals

Lecture plan

 * EE 230 Digital Electronics
 * Lecture 1, The Linear Regulation Problem.
 * Lecture 2, The Basic unregulated switching supply
 * Lecture 3, The Basic regulated switching supply
 * Lecture 4, Current sense
 * Lecture 5, Soft start
 * Mid-term Exam
 * Lecture ?, Boost, Invert, Flyback
 * Lecture ?, Linear technology's integrated switch, National Semiconductor simple switcher, TI integrated switch
 * Final Exam

Textbooks and required reading/reference

 * recommended reading
 * Demystifying Switching Power Supplies, Raymond A. Mack, Jr. ISBN 0-7506-7445-8

Lab Materials

 * A computer with
 * windows 98,2000,ME,XP or Linux distribution with WINE

opamps
main product table opamps below 50mhz TI

Mosfets & BJTs
P channel N channel

title: Switching Power Supply Fundamentals


text:
Template:Ee230 SMPS Fundamentals classnav

see discussion/talk for instructions


text:
Template talk:Ee230 SMPS Fundamentals classnav

see Template_talk:Ee_Electronics_fundamentals_classnav


text:
User:JamesR

Hello, I'm JamesR. I'm mostly active on the English Wikipedia.

title: User:JamesR


text:
Switching Power Supply Fundamentals/The Linear Regulation Problem

Regulation
As far as power supples go, no other power supply has as good of regulation as a linear power supply. Unfortunately that regulation is at the cost of efficiency. most linear regulators can only get 68% efficiency some very low dropout linear regulators can get up to 83% efficiency, but are not resilient against large ripples on the input voltage with only .6 v dropout.

Efficiency Calculation
(Power out / Power in) * 100 = % efficiency Where does the extra power go? It's dissipated as heat.

Linear Regulation
Linear regulation is the method of regulating the output voltage by dissipating the excess energy as heat.

Zener Diode
The Zener Diode regulator drops excess voltage across a power resistor R2. Current is drawn by the Zener diode in reverse bias for all input voltage above the Zener voltage. Below the Zener voltage this regulator will fail to maintain regulation. This regulation method is mostly limited by heat output of R2 and current limit of the Zener diode(diodes if multiple are in parallel).

LM78xx, LM317, LM79xx
The 3-pin series of linear regulators is a integrated package that regulates the output voltage to a fixed distance to its reference or ground. The regulator acts as a voltage controlled resistor changing its value to make the output match the target voltage constantly. The regulator its self dissipates all the heat so massive heat sinks are required for large currents because, Watts of heat = Voltage dropped * Amps of flow.

Quiescent current
Quiescent current or quiescent wattage is the current flow or power required to operate a regulator regardless of how much power is flowing through the regulator. It's most important in low current applications that still demand high efficiency.

Inefficiency and Heaters
efficiency% - 100 = inefficiency% 70% - 100 = 30% wattage out * inefficiency% = watts of heat dissipated 500W output * .3(30% inefficiency) = 150W of heat Average soldering iron is 30W and reaches 700F, without cooling devices, what temp would that same soldering iron reach at 150W! Not bad in winter but in summer inefficiency will also cost in air conditioning as well as wasted power.

Not all bad
There are many applications where even a inefficient linear regulator is desirable. Any time these are important
 * Extremely precise voltage regulation
 * voltage or current reference for calibrating test equipment or powering critical sections of same test equipment.
 * Extremely small layout & low current demands from the load.
 * Extremely stable voltage supply for references or operating analog to digital converters.
 * To power the Quiescent requirements of a high efficiency / high power switching power supply that runs off of mains or other voltages beyond its VCC in limits.


text:
Talk:Switching Power Supply Fundamentals/The Linear Regulation Problem

seeTalk:EE Switching Power Supply Fundamentals


text:
Talk:Switching Power Supply Fundamentals

This is the talk page for this course and all of its sub pages.

current state
I'm currently developing several SMPS ideas that i need to finish before i continue to add to this content. should anyone wish to contribute  feel free to i have the images File:CapacitorInductorUnRegSMPSoutput.png 	File:CapacitorInductorUnRegSMPSoutputWave.png drawn and simulated  i need to update them  re simulate them and post them.Eadthem 02:30, 8 April 2009 (UTC)


text:
User talk:JamesR

 Hello JamesR, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 04:39, 29 December 2008 (UTC)

title: User talk:JamesR


text:
User:Madman420

Hello World.

I started working with computers in the 1980's. With the help of my maternal grandfather, I progressed very quickly with DOS (for IBM PC Compatibles), BASIC, and Hardware. This gave me an edge, since I was still in elementary school, and I began learning more advanced topics like C programming on my own in the '90'z. After that, I felt I was "too cool for school" - that it was a waste of time and money. So here I am in the 00's looking into wikiversity as a way to further educate myself and also to contribute and help others.

title: User:Madman420


text:
Nonkilling studies

School of Nonkilling Studies

"Research and Education for a Killing-free World"

The School of Nonkilling Studies is an interdisciplinary learning platform focused on the development of knowledge and skills for a killing-free world. Nonkilling, as presented by Paige (2002; 2007), refers mainly to a form of society where killing, threats to kill and conditions conducive to killing are absent. This model entails a deep transformation of those societal premises routed in the wide acceptance of violence (in all of its forms) but, consequently, also the refutation of mainstream killing-accepting science, from politics to biology. Following this dynamic, the School includes both training and research projects, with a permanent flow of contents and feedback from both approaches.

The educational curriculum follows the logic of nonkilling analysis and challenges engagement in discovery of principles and processes for effective problem-solving action. The School's programs explore the causes of killing, nonkilling, transitions, and hypotheses about the characteristics of nonkilling societies. From this perspective, historical developments of institutions and processes, locally and globally, are examined. Problem-solving challenges are posed—such as homicide, democide, genocide, and disarmament; economic lethality; human rights atrocities; ecological biocide; and destructive divisiveness versus cooperation across diversity. Opportunities to develop skills in modes of problem-solving engagement are offered: research, teaching, servant leadership, and critical communication. On these foundations individual and group projects to solve problems and develop skills are pursued and presented (Paige, 2002: 151).

As for the research agenda, the main premise is that killing must move from the violence-accepting periphery to the center of analytical and problem-solving. Therefore, efforts concentrate in understanding the causes of killing; the causes of nonkilling; the causes of transition from killing to nonkilling and vice versa; and the characteristics of completely killing-free societies. Such knowledge is needed to assist identification of nonkilling alternatives and transformative actions within and across the converging zones of the funnel of lethality: neuro-biological, structural, cultural, socialization, and killing zones (Paige, 2002:150).

Areas

 * Political Science
 * Anthropology
 * Philosophy
 * Historiography
 * Biology
 * Linguistics
 * Psychology
 * Mathematics
 * Science|
 * Economics
 * Public Health
 * Engineering
 * Geography
 * Sociology
 * Arts
 * Technology
 * Futures Studies
 * Sports
 * Education
 * Law
 * Media Studies
 * Design
 * Urban Studies

Interdisciplinary Program on Nonkilling Studies

 * NKS 101 Ethics/Nonkilling/Political Science (also available at the School of Political Science).
 * NKS 102 Ethics/Nonkilling/Anthropology (also available at the School of Anthropology).
 * NKS 103 Ethics/Nonkilling/Linguistics (also available at the School of Linguistics).
 * NKS 104 Ethics/Nonkilling/Philosophy (also available at the School of Philosophy).
 * NKS 105 Ethics/Nonkilling/Biology (also available at the School of Biology).
 * NKS 106 Ethics/Nonkilling/Historiography (also available at the School of History).
 * NKS 107 Ethics/Nonkilling/Psychology (also available at the School of Psychology).
 * NKS 108 Ethics/Nonkilling/Mathematics (also available at the School of Mathematics).
 * NKS 109 Ethics/Nonkilling/Science (also available at the School of Physics and Astronomy).
 * NKS 110 Ethics/Nonkilling/Public Health (also available at the School of Medicine).
 * NKS 111 Ethics/Nonkilling/Geography (also available at the School of Geography).
 * NKS 112 Ethics/Nonkilling/Engineering (also available at the School of Engineering).
 * NKS 113 Ethics/Nonkilling/Arts (also available at the School of Art and Design).
 * NKS 114 Ethics/Nonkilling/Technology (also available at the School of Engineering and Technology).
 * NKS 115 Ethics/Nonkilling/Economics (also available at the School of Economics).
 * NKS 116 Ethics/Nonkilling/Sociology (also available at the School of Sociology).

Program on Nonkilling Leadership Development

 * NKL 100 Introduction to Nonkilling Leadership
 * NKL 101 Lessons from Te Whiti (Wikipedia article)
 * NKL 102 Lessons from Leo Tolstoy
 * NKL 103 Lessons from Queen Liliʻuokalani (Wikipedia article)
 * NKL 104 Lessons from Ahmadou Bamba (Wikipedia article)
 * NKL 105 Lessons from Mahatma Gandhi
 * NKL 106 Lessons from Abdul Ghaffar Khan
 * NKL 107 Lessons from Martin Luther King, Jr.
 * NKL 108 Lessons from Petra Kelly
 * NKL 109 Lessons from Guillermo Gaviria
 * NKL 110 Lessons from Ron Mallone
 * NKL 111 Lessons from Antonio Meloto

Program on Nonkilling Regional Studies

 * NKRS 101 Case Study: Towards a Nonkilling Filipino Society
 * NKRS 102 Thailand
 * NKRS 103 Korea
 * NKRS 104 Ethics/Nonkilling/Regional/Sri Lanka

Program on Nonkilling Spiritual Traditions

 * NKCR 101 Nonkilling in Christianity
 * NKCR 102 Ethics/Nonkilling/Spiritual/Islam
 * NKCR 103 Ethics/Nonkilling/Spiritual/Hinduism
 * NKCR 104 Ethics/Nonkilling/Spiritual/Buddhism
 * NKCR 105 Nonkilling in Sikhism
 * NKCR 106 Nonkilling in Judaism
 * NKCR 107 Nonkilling in Baha'ism
 * NKCR 108 Nonkilling in Confucianism
 * NKCR 109 Ethics/Nonkilling/Spiritual/Jainism
 * NKCR 110 Nonkilling in Shintoism
 * NKCR 111 Nonkilling in Taoism
 * NKCR 112 Ethics/Nonkilling/Spiritual/Voudou
 * NKCR 113 Nonkilling in Zoroastrianism
 * NKCR 113 Ethics/Nonkilling/Spiritual/Humanism

Certificate on Nonkilling Studies
The Center for Global Nonkilling will be offering a Certificate on Nonkilling Studies to those who complete Program requirements. These will include a series of readings to be organized in a learning resource (soon!) plus course work that will either create or expand nonkilling contents focusing on a new aspect to be included at the School of Nonkilling Studies or the significant development of one or more entries.

The School in the News

 * "Mundo sem morte matada", by Thereza Halliday (Diario de Pernambuco, Brazil, 2/03/2009) (Brazilian blog, in Portuguese)
 * "Die School of Nonkilling Studies", by Anis Hamadeh (Newsletter des Zentrums zur Förderung des Nichttötens, Germany, June 2009) (dead link, readable at internet archive, in German.
 * "Dialogue for a World Without Killing", by John Folk-Williams (Cross x Collaborate, United States, August 2009) (dead link? 15:54, 4 October 2014 (UTC))

Help needed
The School of Nonkilling Studies requires experienced Wiki users to edit and refine some of its contents. Courses at the Interdiscipinary Program on Nonkilling Studies are based on MsWord files and some information (references, quotes, italics, ...) could have been lost during the conversion into Wiki articles. Volunteers should have an interest for nonkilling and/or disciplinary areas and are encouraged to expand existing contents with their own contributions. For further information please send an email.

Nonkilling Barnstar
As a form of rewarding Wikiversity and Wikipedia users who have significantly contributed to expand and develop nonkilling knowledge, the School of Nonkilling Studies has created a Nonkilling Barnstar (Barnstar 17). It is the custom to reward Wikipedia contributors for hard work and due diligence by extending an award called a "barn star", as a continuation of the "barn raising" metaphor.

Nonkilling Barnstars have been awarded to:

 * JWSchmidt (February 2009)
 * HenkvD (March 2009)
 * Jondel (May 2009)
 * Harvzs (May 2009)
 * XJamRastafire (June 2009)
 * Hugo.arg (June 2009)
 * Relly_Komaruzaman (June 2009)
 * OC_Ripper (June 2009)
 * DCDuring (June 2009)
 * Ghaly (June 2009)

Basic Reading: Nonkilling Global Political Science

 * Nonkilling Global Political Science, Glenn D. Paige, 2002; 2009, ISBN 9780982298305

Other related books

 * Toward a Nonkilling Paradigm, Edited by Joám Evans Pim, 2009, ISBN 9780982298312
 * Killing in War, Jeff McMahan, 2009, ISBN 9780199548668
 * Nations Have the Right to Kill: Hitler, the Holocaust and War, Richard A. Koenigsberg, 2009, ISBN 9780915042234
 * Abortion, Execution, and the Consequences of Taking Life, James D. Slack, 2009, ISBN 9781412810210
 * Global Nonkilling Leadership First Forum Proceedings, Edited by Glenn D. Paige and Joám Evans Pim, 2008, ISBN 9781880309117
 * Consistently Opposing Killing, Edited by Rachel M. MacNair and Stephen Zunes, 2008, ISBN 9780313352782
 * Why Do They Kill?: Men Who Murder Their Intimate Partners, David Adams, 2007, ISBN 9780826515681
 * Perpetration-Induced Traumatic Stress: The Psychological Consequences of Killing, Rachel M. Macnair, 2005, ISBN 0595347649
 * Towards a Nonkilling Filipino Society: Developing an Agenda for Research, Policy and Action, Edited by Jose V. Abueva, 2004, ISBN 9719254351
 * World Report on Violence and Health, World Health Organization, 2002, ISBN 9241545615
 * Who Count as Persons?: Human Identity and the Ethics of Killing, John F. Kavanaugh, 2001, ISBN 0878408371
 * An Intimate History of Killing: Face-to-Face Killing in Twentieth-Century Warfare, Joanna Bourke, 2000, ISBN 0465007384
 * On Killing: The Psychological Cost of Learning to Kill in War and Society, Dave Grossman, 1996, ISBN 0316330116
 * When Men Kill: Scenarios of Masculine Violence, Kenneth Polk, 1994, ISBN 0521468086

Documents, Articles and Papers
For a comprehensive list of articles visit: http://www.nonkilling.org/node/19

 * Human Rights and Nonviolence – Basis for a Nonkilling World, Mairead Maguire, 9th World Summit of Nobel Peace Laureates, 2008.
 * Charter for a World without Violence, World Summit of Nobel Peace Laureates, 2007.
 * A Nonkilling, Nonviolent World for the 21st Century, Mairead Maguire, 9th World Summit of Nobel Peace Laureates, 2007.
 * G.D. Paige’s Nonkilling Thesis: A Vision of New Politics, Balwant (Bill) Bhaneja, 2005.
 * A Nonkilling Paradigm for Political Scientists, Psychologists, and Others, Charles E. Collyer, Peace and Conflict (2003), pp. 371-372, ISSN 10781919
 * The Myth of Man the Hunter, Man the Killer and the Evolution of Human Morality, Robert W. Sussman, Zigon. Journal of Religion and Science (1999), pp. 453-471.
 * "To leap beyond yet nearer bring": From war to peace to nonviolence to nonkilling, Glenn D. Paige, The International Journal of Peace Studies (1997), ISSN 10857494

Media Resources

 * Global Nonkilling YouTube Channel.
 * Affirmation of the Global Nonkilling Spirit.
 * No More Killing! Cause on Facebook.

Nonkilling in Reference Works

 * "Nonkilling: A New Paradigm" in International Encyclopedia of Peace, Oxford University Press, 2009.
 * "Nonkilling Political Science" in Encyclopedia of Violence, Peace and Conflict, 2nd Edition, Elsevier, 2008, ISBN 9780123695031
 * "Nonkilling Global Society" in Encyclopedia of Life Support Systems (EOLSS), Developed under the Auspices of the UNESCO, Eolss Publishers 2004.

Organizations

 * Center for Global Nonkilling
 * Centre Caraïbéen pour la Non-Violence Globale et le Développement Durable
 * Centre for Global Nonviolence Nigeria
 * "Glenn Paige" Nonkilling School - Mleci, R.D. Congo

title: Nonkilling studies


text:
Talk:Concert photography

Why does someone, at this age and time, recommend large JPEG-no RAW... i think that's stupid and out of date. If the "slow" buffer is an issue, i guess recommending a 70-200 lens is stupid. someone with a lens like that, is expected to have a fairly good camera! I DO concert photography, and the advantage of RAW are huge!

title: Talk:Concert photography


text:
User talk:Lucaswxyz

Welcome
Hello Lucaswxyz, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies, or
 * Chat with other Wikiversians on #wikiversity.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Emesee 16:20, 29 December 2008 (UTC)

title: User talk:Lucaswxyz


text:
User:Paul McNally

Paul McNally is a Professional Web Developer and Computer programmer from the U.K. with a special interest in Open Source Technologies.

He has worked with many technologies ranging from PHP,ColdFusion,JavaScript,AJAX,JQuery,XML,MySQL,PostgreSQL,Active Directory,WebDAV,GNU/LINUX,UNIX,Apache HTTP Server,MS IIS and more.

Qualifications include:

Cert Web Apps(open) - The Open University, UK

Certified MySQL 5.0 Developer (CMDEV) - Sun Microsystems/MySQl AB

Zend Certified Engineer (PHP5) - Zend Technologies Ltd

title: User:Paul McNally


text:
User talk:Paul McNally

Welcome
Hello Paul McNally, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies, or
 * Chat with other Wikiversians on #wikiversity.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Emesee 16:27, 29 December 2008 (UTC)

title: User talk:Paul McNally


text:
User talk:Madman420

Welcome
Hello Madman420, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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title: User talk:Madman420


text:
Talk:Empathy Models/Empathy Model

=Resources: Every organism lives for resources= This is a big "to do" that I neglected on the recent pass; every organism lives for resources. What corporations mean by "human resources" is not, as I originally thought, the development of the resources of its employees, but their exploitation, as any other resource.

Emotionally communicating people collaborate to create, or perhaps develop, resources.

Digitally communicating people work to exploit resources, as they lack the collaborating abilities (from mirror cells) or group development abilities (spindle cells) to develop resources. When the digitally communicating work together exploit resources it is a cooperative, and not collaborative, effort.

Interestingly the word development is most widely used in conjunction with property: real estate development. It is pure exploitation, both of humanity (illegal immigration) and the environment (pure habitat destruction); and the use of the term shows the viral nature of the digitally communicating.

=Social disruption and empathic layers=

Because everybody has to interrelate in a meaningful way within a community, and because health depends on it, social disruption is singly a great cause of hardship. People interrelate into their community by constructing knowledge and through that knowledge making emotional bonds. The knowledge is connective and largely shared; the good feeling from the interrelations is not superficial; it makes life meaningful. Without it there is loneliness and desperation.

Community destruction
Community disruption can be deceptive; often when communities are disrupted they remain in their physical sense, but the local community of knowledge has been erased because the people of the communities have displaced (or killed) and replaced. Real estate developers, for instance, can say that they have benefited a community by showing physical improvement when in fact they have erased it causing disruption that cannot be survived. The physical location remains the same, often keeping its Native name, but community of knowledge is gone. Usually the natural context is replaced with a governance structure, where what remains of the original culture lives desperately.

Digital facade
The contemporary displacement model presents an information facade of synthetic emotional and societal constructs that are digital in the extreme. They present fictional representations of communities that have been displaced mostly to entertain those in the new replacement people who may still have functioning empathic constructs, especially the young. Those who have replaced the Native community, who have been enticed into to buying the annexed real estate, often through "eminent domain", are societally supported by a thin and purely synthetic layer of representing emotion as part of the development effort. In social respects the "replacement" community is no better off than the displaced community. The "replacements" have no cultural basis, though presumably they have other resources, and the displaced, while being poor and desperate, have significant culture that they will seek to preserve. In American society, anti-empathic drugs such as cocaine and methadrine have served to erase cultural meaning with in the minds of the young of displaced cultures. The present American drug crisis, the nearly decade and half old "crack crisis," is linked to political corruption in what is called the Iran/Contra scandal that brought the Republican political party back into power after its fall because of the disasterous Vietnam war.

Social fracturing and the loss of health
Social disruption ends the good feelings that drive life, family fracturing ends the social support that empathy provides, and quality of life decays especially at the end of life. Modern synthesis is used to rationalize the cruelty of social fracturing, life can be extended through chemistry, but as the nurturing functionalies disappear so disappears the fundamental meaning of life. Understanding the deliberate social fracturing in ways rationalized by cultural, and more recently biologial, synthesis helps explain the digital nature of society.

Within years after a typical synthesis has been initiated, nearly every emotional component of the original and natural community of knowledge has disappeared, except those that can be exploited by capital as resources to create synthetic social facades. There is no longer a historical connection, the historical structures are destroyed, but, with luck, well-meaning persons are often able to establish museums to preserve at least example of the historical experiences of the community, even if the people of the community have been eliminated.

The severing of the local social connection with nature by resource annexers
Also important to understand is the severed connection with the environment, and with this disconnection, the destruction of the locally supporting environment itself. Often in both real estate development and in so-called African resource rebellions, the very first step is the destruction of the connection with nature through the extermination of natural life though hunting (especially of elephants), if not the complete destruction of nature itself as when real estate developers use bulldozers to build "sub divisions."

Ultimately the human layer of these usually successful efforts of erasure is the annexation of human resources; making the human component of wealth development as cheap as possible, bringing it as close as possible to what is described as slavery.

Psychological layer
The psychological layer of this erasure model challenges the empathy model because most of the empathic constructs are missing: nurturing, emotional communication, the construction of knowledge and the emotional aspects of communities of knowledge. Instead the uncomfortable components are introduced, anger and vengence, and normal yet strong people deal with resultant traumatic stress turn inwards for support finding the same things within that exist in healthy community. Societal erasers can easily pervert the meanings of empathy into vehicles for anti-empathy: viral adaptation. Those resisting societal erasure who rebel violently are labeled "bad" and are punished. Even when non-violence is used to try to restore the destroyed community of knowledge, viral adaptations through the preversion of language, what is thought of as semantics, can be used redefine pacifism as terror simply because pacifism may impact capital, where capital is presented as the source of wealth through the capital model, or the "trickle down theory."

Neural layer
Neural damage from the continual stress of societal erasure cannot be good; there cannot be any benefit from it despite the adage "what does not kill us makes us stronger." An alternate saying was created for the animated series, Eon Flux: "what does not kill us makes us stranger." While the results of trauma rarely lead to anti-empathy, though society's doctors have recently started to pretend it does after an eternity of ignoring the psychological effects of trauma, the initial information and other data of the natural community of knowledge will very likely be lost for all time, even if artifacts are preserved.

Cocaine
Then there are the anti-empathic drugs: cocaine, methadrine.

To relive the pain of trauma drugs are used, and as it happens cocaine instantly relives the pain of panic disorder. Endless examples have shown that cocaine also destroys empathic neuron functionality bringing long term cocaine users into the categories of those who cannot possibly have empathic neurons as the DNA is missing correct code to create fully functioning empathic neurons and constructs. Violent criminals use cocaine, and similar drugs (but not heroin or marijuana) to remove their empathy, to make themselves anti-empathic, so that they are not burdened with a conscience when attempting to annex resources from others. Obviously deliberately creating dysfunctional cannot be a winning strategy, and in many environments it is suicidal, just as attempting to annex resources through violence or deceit in nature results in social marginalization. But our society has an empathic defect that helps show that contradiction is always part of empathy, and hence part of life: modern empathic societies attempt to empower the ill by giving them money, and lots of it with which the ill buy things that are not necessarily good.

Political factors
In the case of criminals they money they receive gives them unlimited access to destroying drugs helping them continually destory their empathy, allowing them to be free-er to commit crime. Lending contraction to politics, or the political layer socially liberal and libertarian are enjoined when they help empower those with terminal emotional communication dysfunction.

=Conceptual vs. Serial (or Sequential)= How empathic neural constructs are the basis for matrices of interrelated thoughts, which create affection and then extend to create morality. They also allow for conceptualization which helps us understand the effects of our actions, and hence gives us the ability to be responsible for our them, and also to perceive the effects of present-day conditions far into the future.

Serial thought attempts to mimic conceptional constructs by creating complex calculations such as are found in physics examples. The complexity of life is far beyond physics examples; invariably decisions based on serial calculations lead to failure, and in the case of policy making decisions, usually lead to vast disaster measured in cyclic failure.

Society today is serial. One drives down American highways seeing seemingly repeated patterns of the same signs. Underneath the signs are identical copies of stores found under previously seen signs. The people within the stores are allowed minimal, if any, personal identity or expression, and the people visiting these stores expect a homogenized humanity. Most people participating in this serialized culture, which can only be called a system, have adapted to it, and some thrive. Since the human existence is so abbreviated, then the people who feel comfortable and derive benefits from this system must themselves be limited: they suffer anti-empathic disorders.

It is not surprising that this culture, or system, has created an atmosphere that promotes serial killing.

=Causes of Emotional Communcation Dysfunction, or ECD=

Cocaine
Cocaine causes narcissism, what I term an key unempathic disorder (Saddam Hussien was said to be malignantly narcissist). This tells me that cocaine is a major cause of unempapthy, and it is everywhere, most recently Africa. The other, and more catalysing cause I believe to be a genetic defect that eliminates it 100%. Unempathic people may have intelligence, but their lack of feeling--usually below that of a normal pet or wild animal--causes them their thinking to suffer. This is why unempathy is a thinking disorder, as opposed to emotional or traumatic disorder.

Included here is methedrine, a more extreme version of cocaine, but not heroin, and especially not marijuana. Marijuana may help preserve emotional communication.

Missing or damaged DNA code
This is a probable cause, if the defects are permanent. Dormant neurons can be reactivated with nurturing. A genetic explanation is a historical, and probably catalyzing, cause of lost empathy resulting in social disruptions, whose global summation is resulting in a present-day meltdown.

Environmental causes
It may be that a manipulative person can victimize another by disabling empathic neurons through mapping. If so there is no reason that a group of manipulators cannot disable empathy in others through mapping; this might be thought of as a cult. Mapping is the "behavioral" form of teaching, but since behavioralism is so low in the psychic strata that there is no morality or organizational responsibility associated with it, except with respect to rules, which can be arbitrary.

Mapping vs. nurturing
According to research, nurturing is so connected to empathy development that it may actually cause neurons to form; I find this difficult because nurturing does not cause limbs to grow, DNA does. From this I feel it safe to assume that poor or missing nurturing in a childhood may result in unused but still possibly accessible empathic neurons, accessible through therapy.

Mapping is another important environmental effect, and I believe that it usually works against empathy development, that mapping in children has the opposite effect. Mapping in normal society can be extremely detrimental, where a mean person who cannot receive emotional communication, communicates along emotional channels to disrupt an intended victim's normal emotional well-being. So much so that those using mapping as a disruptive strategy look for emotional well-being, and hence healthy emotional communication channels to affect an attack. And it always goes back to resources, including the protection of annexed resources as in the example of mapping Goleman gives in Social Intelligence: the nasty security guard.

Nurturing is the cure for effective mapping; consolance by a family member undoes the damage of societies appointed controllers.

Mapping vs. ECD
I think this may be the last component of the model within its present scope. When is apparent ECD, or anti-empathy, the result of mapping? Goleman in Social Intelligence shows how an experience with a hateful person who is "acting out," results in exceeding frustration. (He gives the example of the mean security guard, who in all likelyhood rationalizes, successfully, his ill will as "doing his job.") The response to such an experience is usually a bad feeling followed by an attempt to restore the "true and healthy" mapping. This is probably best done by relaxing, possibly by stopping at the local bar for a "quick nip." The more "liberated" might use a small "puff" of marijuana to achieve the same effect, but without the toxicity, addictiveness, or loss of coordination caused by alcohol.

However the bad mapping inflicted by the wrong-doer may persist, especially if the hateful mapping is continually administered. This can be shown easily by looking at the mistreatment of animals, and mistreated animals become exceedingly defensive, or "fearful."

This type of mapping is clearly a part of the control strategies of malicious social structures, such as slavery, where pain and fear are used to exploit resources, such as "free" labor.

The question becomes "does hateful mapping, especially if it cannot be resisted, cause the person, or organism, being mapped to become hateful himself?" In other words "does the infliction of hateful mapping cause a permanent or semi-permanent change to the empathic constructs or the empathic neurons?" This may or may not happen, or it may happen only rarely. It may be that the majority of the victims of hateful mapping may easily recover through therapy, but a few, perhaps the young, may be permanent victims. Another question to ask is whether some of the victims, say in a group, may have had an EC disorder beforehand, and the mapping only reinforced ECD behaviors.

When looking at issues like this, one most look to see of others have drawn conclusions, conclusions of the type that may not be normally documented, such as "street use" of mapping, which results in epidemic misinformation, and hence a potential collapse of the Information Society in poor cultures. Is there a presumption that hateful mapping may be a cause of hate by people who utilize such mapping, such as Goleman's security guard, and may this presumption be total misinformation that may ultimately result in a rebellion against the hate. This guard may need to know this if this is so, as he may experience "payback" if his victim, say Goleman++, decides in his state of extreme frustration, to take the "law into his own hands."

(++Just kidding Goleman is a dove.)

The key word here is "rebellion," which, on the societal level is revolution and on the psychological level is a reaction to extreme frustration, many result in dangerously expedient actions. Certainly rebellion is necessary to end the extreme hate of, say, pogrom or slavery, and possibly even the milder variety of human control that is common to most societies. The real question for humanity is how to channel change so that the same types of hateful "assholes" don't wind up in power again. Using Russia as an example, the Czars' system was incredibally unjust easily seen in its method of disease control was human exterination. But what replaced it through exceedingly violent means resulted in forms of collectivism that killed tens of millions with starvation, and eventually Stalin-ism, which ultimately caused the solution to become as hateful, or more hateful, than the initial problem, which was ECD within the royal system.

=Disease Notes=

Narcissism
Excess self-love is caused by isolation from the surrounding environment, which is caused by broken empathic neurons.

Bi-polar
The first illness that I noticed and termed un-empathic is bi-polar disorder, which turns out to be part-time isolation.

Aspergers
The most extreme is aspergers, which is defined as a complete inability to connect emotionally with others, and hence an inability to feel the pain one might cause to others. In other word's Micheal Moore's corporate executive in "Roger and Me"

OCD
In the sense of this article, this is a rules-based behavior. An OCD person very often has all their belongings in specific places at home and work, and any changes to their location is a violation of their particular rules. OCD accompanies both Bi-Polar and Aspergers. Other OCD illnesses show a lack of concern for negative environmental effects: gambling.

ADD
This one is a surprise. Two associates of mine, one on Wall Street and the other an on-line magazine editor have both admitted to ADD, and both are so uniquely narcissistic that I view them as virtually the same person. Both have a hunger to succeed that is both enviable yet seemingly self-defeating. Both are pro-global. Both fit Beck's model of organizers that resist "real" information, information that would cause them to change their courses of action. Neither are what I would call bad people, but both are marginally dishonest, and unquestionably use the "rules" to their personal benefits. Specifically one has a tendency to completely infuriate and demoralize with endless minor lies, and then say "get over it," and then justify his actions with a paycheck, and the other seems to have those tendencies as well according to other people who have worked with him.

While I find it hard to define their issues as having to do this attention deficit, their confessions are significant to understanding both sides of empathy.

title: Talk:Empathy Models/Empathy Model


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User:Piksi

See my user page at Wikipedia.

title: User:Piksi


text: Category:Nonkilling studies

title: Category:Nonkilling studies


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User talk:Cib

 Hello Cib, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 18:01, 29 December 2008 (UTC)

Tus contribuciones
Hola Cib, aquí estás en Wikiversity inglés, pero tus contribuciones son en espanol. Wikiversity en espanol tenemos tambien, aquí: es:Portada. Quieres ayuda a copiar las paginas que has editado, a la Wikiversidad?--Juan 20:15, 30 December 2008 (UTC)

Estimado usuario [Juan](http://en.wikiversity.org/wiki/User:Juan) Ud. me envio un mensaje a la cuenta Cib que yo he creado razón por la cual yo estoy escribiendo este mail.

Mi Universidad le gustaría poder publicar todas las tesis de grado que han realizado sus estudiantes pero yo cometi el error de publicarlas en la versión en inglés.

Me gustaría puedas ayudarme a ver el modo de todas las contribuciones que he realizado poderlas pasar a la versión en español de wikiversity (http://es.wikiversity.org).

Asi mismo me gustaría pedirte que son 4 cuentas las que he creado debido a la enorme cantidad de tesis que existen y es imposible una sola persona las publique razón por la cual me gustaria los siguientes usuarios:

Cib Cib2 Cib3 Cib4

No sean puesto como spam debido a que estas son cuentas creadas para que personal de la Escuela Superior Poblitécnica del Litoral (ESPOL) entidad a la que me debo; publique las tesis que tenemos.

Block
Hello, I am sorry, but I have block you. It is necessary to explain why you are adding here so much pages in Spanish language. Note that this is the Wikiversity in English language. There exists also Wikiversity in Spanish language, which might be better for your contributions. If you think that it should be here on English Wikiversity, explain it here. Than we may also unblock you.

Note:
 * contributions and text added to wikiversity must be licensed under GFDL license
 * Wikiversity is not a place for advertising
 * there are different language mutations of the project

'''¿Necesita Vd. explicar lo en español o entiende inglés?'''--Juandev 12:27, 8 January 2009 (UTC)

Estimado usuario Juan (Juandev) Ud. me envio un mensaje a la cuenta Cib que yo he creado razón por la cual yo estoy escribiendo este mail.

Mi Universidad le gustaría poder publicar todas las tesis de grado que han realizado sus estudiantes pero yo cometi el error de publicarlas en la versión en inglés.

Me gustaría puedas ayudarme a ver el modo de todas las contribuciones que he realizado poderlas pasar a la versión en español de wikiversity (http://es.wikiversity.org).

Asi mismo me gustaría pedirte que son 4 cuentas las que he creado debido a la enorme cantidad de tesis que existen y es imposible una sola persona las publique razón por la cual me gustaria los siguientes usuarios:

Cib Cib2 Cib3 Cib4

No sean puesto como spam debido a que estas son cuentas creadas para que personal de la Escuela Superior Poblitécnica del Litoral (ESPOL) entidad a la que me debo; publique las tesis que tenemos.

Lo siento, pero finalmente he descargado todas sus contribuciones en espanol.--Juan de Vojníkov 18:27, 25 January 2009 (UTC)

title: User talk:Cib


text:
User:FT2

Please see my main userpage at w:User:FT2.

Thanks.

FT2 (Talk 20:08, 29 December 2008 (UTC)

title: User:FT2


text:
User talk:FT2

Please leave a note for me at my main userpage at w:User:FT2, or by email, to ensure I hear about any messages.

Thanks.

FT2 (Talk 20:08, 29 December 2008 (UTC)

title: User talk:FT2


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User:GPSNBK

This is a test for now.

title: User:GPSNBK


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Talk:Introduction to Computers/System software

I don't own a Mac, although sometimes I wish i did, but to not mention Apple computers seems like a big omission. The article mentions Bill Gates but not Steve Jobs.They are both huge influences in computing.

Interfaces
The Interface chapter is not clear, imho:
 * What's the difference between CUI and the well known word "cli" ?
 * What is this "GUI shell"? Why the illustration is a web browser ? I imagine that "GUI shell" talk about a graphical interface of a command. But is this so important to be mentioned at this step ? Is there no more explicit images to illustrate the concept ?
 * "DOS Shell" If I correctly understand the link (which was wrong), it's a software. So this chapter treat on the same level concept like GUI or CUI with a particular software ?! I suppose that the idea is to explain that you can draw some kind of graphical interface with text. Isn't it a TUI ? If so it should be renamed. And why explaining it with this obsolete "DOS Shell" example when curses comes about 8 years before and is still used ? (on a lot of *nix servers, we don't install graphical interface as it's heavy and not needed)

General impression
In this "system software" page, what is the topic ? There's a mix of several kind of things. It's not clear, as if the lesson is not yet finished. As this "introduction to Computer" lessons are supposed to be the first we read for any chapter related to computers science, It give a really bad impression, imho.

Hierarchy of titles
Under the chapter widgets, we find "file" !? I suppose widgets should be part of "interfaces", and an other title is missing.

application
Under the chapter "application", it talk about kind of licenses, not about what is an application. This chapter should be renamed "kind of licenses" or better be merged with the lesson 9, chapter "Software Licenses"

Utilities
Imho, this chapter have to be moved and rewrite.
 * Under Virus, it mention Norton Antivirus, it's propaganda. At least, mention a rating web site like http://www.av-comparatives.org. And this topic should be malware, not just viruses.
 * scandisk is a software. It's should be interesting, in the "introduction to computer", to see a lesson about file system. And eventually, for each file sytem, mention the most common repair tool. But hierarchy of information, again, is not done imho.
 * backup need more explanation imho. Norton ghost, again, is propaganda. Worst, it's a disaster recovery software, not a backup software.
 * Driver is not a utility.


text: User:GPSNBK/Spanish

title: User:GPSNBK/Spanish


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Portal:Social entrepreneurship/Curriculum/General/Sharing Ideas/Go/more

Alternative first steps and alternative pathways ...


text: Portal:Social entrepreneurship/Curriculum/General/Sustainability Nav


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User:Uncle G~enwikiversity

no:Bruker:Uncle G zh:User:Uncle G

title: User:Uncle G~enwikiversity