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


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Category:Computers

This category is for articles listed under "Computers"

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fr:Catégorie:États_de_la_matière

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Category:Wikipedian programmers

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Category:Wikipedian pilots

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This category is for user's listed under "Computer-related user templates"


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Category:Instant messaging user templates

This category is for user's listed under "Instant messaging user templates"


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Category:Wikipedian instrument-rated pilots

This category is for user's listed under "Wikipedian instrument-rated pilots"


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Category:Anatomy stubs

look: Human Anatomy

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Category:News and information services

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Category:Circuit analysis

This category is for articles listed under "Circuit analysis"

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Category:Quality control templates

This category is for user's listed under "Quality control templates"

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Category:Data analysis

This category is for articles listed under "Data analysis"

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Category:Esperanto Teacher

This category is for user's listed under "Esperanto Teacher"

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Category:Gerontology

This category is for articles listed under "Gerontology"

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Category:Dutch

This category is for articles listed under "Dutch"

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Category:Networks

This category is for articles/user's listed under "Networks"

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Category:Aspergian Wikipedians

This category is for user's listed under "Aspergian Wikipedians". You might also be interested in: Aspergian Wikimedians.

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Category:Horticulture

cs:Kategorie:Zahradnictví

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Category:WMDGS/Resident of New Zealand

This category is for user's listed under "WMDGS/Resident of New Zealand"

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Category:Manuals

This category is for articles listed under "Manuals"

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Category:Petroleum

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Category:Featured content proposals

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Category:War seminar

This category is for articles listed under "War seminar"

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Category:Novels

This category is for articles listed under "Novels"

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Category:Physics units

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Category:Quantum electronics

This category is for articles listed under "Quantum electronics"

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Category:Simulation

This category is for articles listed under "Simulations"

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Category:Style guide

This category is for articles listed under "Style guide"

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User:JeremyMcCracken

See meta:User:JeremyMcCracken

title: User:JeremyMcCracken


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Category:Vandalism

This category is for learning resources relating to the subject of "Vandalism". For pages relating specifically to vandalism on Wikiversity, please see Category:Wikiversity vandalism.

title: Category:Vandalism


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Category:Human development

This category is for articles listed under "Human development"

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Category:Middle Ages

This category is for articles listed under "Middle Ages"

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Category:Planning

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Category:Classification

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Category:Hall effect

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Category:Electronics terms

This category is for articles listed under "Electronics terms"

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Category:Wikipedian zodiac skeptics

This category is for user's listed under "Wikipedian zodiac skeptics"

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Category:2008

pt:Categoria:2008

title: Category:2008


text: Category:Environmental science

title: Category:Environmental science


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Category:Tropical disease

This category is for articles listed under "Tropical disease"

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User talk:Kapil kalpana~enwikiversity

 Hello Kapil kalpana, 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 or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * 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! --Remi 22:23, 30 May 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 Kapil kalpana. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Kapil kalpana~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:40, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:13, 19 April 2015 (UTC)

title: User talk:Kapil kalpana~enwikiversity


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Thesis

The aim of this page is provide advice and support for thesis-writing.

Guides
Universities and disciplines usually have their own specific guidelines about the process and requirements for a thesis. Example guides include:

Purpose
The purpose of a thesis is generally to make an original contribution to academic knowledge and often also to award the author of the thesis with an official 'degree' (or part of a 'degree') where the thesis is undertaking as a learning exercise.

Thesis sections
In general a Thesis follow an extended variation of an IMRaD structure. Typical sections include:

Pre-pages

 * Title
 * Table of contents
 * Table of tables
 * Table of figures
 * Abstract

title: Thesis


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Cisco Networking

Cisco networking includes a variety of computer networking concepts, including network operations, switching, routing, security, and wide area networks based on Cisco Systems devices and Cisco IOS.

Courses

 * /CCENT/
 * /CCNA/
 * /CCNA Voice/
 * /CCNP/
 * /CCVP/

title: Cisco Networking


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Food Service Sanitation

Food safety is used as a scientific discipline describing handle, preparation, and storage of food in ways that prevent food-borne illness.

Course Outline

 * 1) Food Processing Facilities
 * 2) Laws and Regulations Governing Sanitation
 * 3) Sanitation Inspections
 * 4) Food Contamination Sources
 * 5) Microorganisms
 * 6) Personal Hygiene
 * 7) Pests: Insects, Rodents and Birds
 * 8) Cleaning Food Processing Facilities
 * 9) Sanitizing Food Processing Facilities
 * 10) Sanitation Equipment
 * 11) Waste from Food Plants
 * 12) Role of HACCP in Sanitation

title: Food Service Sanitation


text: User:Nakon

title: User:Nakon


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User talk:Marine-Blue

 Hello Marine-Blue, 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 or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * 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! --Remi 03:17, 31 May 2008 (UTC)

title: User talk:Marine-Blue


text:
Featured content

Welcome to the tour of Featured content!

On this tour we will be visiting featured content. Featured content consists of learning resources which have been selected to demonstrate good use of Wikiversity for educational purposes. These pages may give you an idea for things which you can do yourself in your own subject specialization. Or you may wish to join in extending or learning from these featured resources. Please note carefully: ''the pages we will visit on this tour are simply short flyers for the featured projects themselves. In many cases the actual projects consist of dozens or even hundreds of pages and may require a longer visit.''

As we progress through this tour, various pages from Wikiversity will appear on the screen as if in a slideshow. Keep clicking on the "back" or "next" buttons in the green box above, and watch as the pages fly past. Return to the list of available guided tours

title: Featured content


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|Visit this resource · see more featured content

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Talk:Media literacy/notes

Against merger
Media literacy and Media Literacy have no relation to each other, and the former is a very well-developed resource which would be harmed by merger with the latter. Alternative suggestion: rename Media Literacy. --McCormack 08:12, 31 May 2008 (UTC)
 * OK. I moved the page here and turned Media Literacy into a REDIRECT. These notes were mostly assembled by Cormaggio years ago, so I notified him. The other main contributer was Mirwin as Lazyquasar and I really don't think he'll mind. I hope that's OK with everybody else. --CQ 15:21, 6 September 2009 (UTC)

title: Talk:Media literacy/notes


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User:Renee Hobbs

This user is probably the same as User:ReneeHobbs2007 (lost registration details?). --McCormack 08:18, 31 May 2008 (UTC)

title: User:Renee Hobbs


text: User:Hmwith/Survey responses

title: User:Hmwith/Survey responses


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User talk:Hmwith

Hello Hayley, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 08:33, 31 May 2008 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn new things by creating new learning resources or help us find things by improving the guided tourers and other exploration tools. We look forward to seeing you around. Baaaahbye for now. --Baah and Bahh 16:09, 18 May 2008 (UTC)

 Hello Hmwith, 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 or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * 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! Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 08:33, 31 May 2008 (UTC)

title: User talk:Hmwith


text:
Template:FOTD/CALC

How to update the featured rotation
This template contains the number of members of the rotation. When the members are increased in number, the MOD NUMBER must be changed in this template.

title: Template:FOTD/CALC


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Template:FOTD/URL

Featured content/

title: Template:FOTD/URL


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Category:Featured content

See Featured content and Featured.

title: Category:Featured content


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Infrared Spectroscopy

Infrared Spectroscopy
Infrared spectroscopy (IR spectroscopy) is the subset of spectroscopy that deals with the infrared region of the electromagnetic spectrum. It covers a range of techniques, the most common being a form of absorption spectroscopy. As with all spectroscopic techniques, it can be used to identify compounds or investigate sample composition. Infrared spectroscopy correlation tables are tabulated in the literature. The electomagnetic spectrum represents all the different types of discovered radiation on and around our planet. Infrared spectroscopy uses radiation from the infrared section of the electromagnetic spectrum. The infrared radiation interacts with molecules vibrational energy levels or dipole moments. Molecules have a fixed vibrational energy level or dipole moments, that are specific to that particular molecule. On interaction with infrared radiation these molecules move to a higher vibrational energy level. In infrared spectroscopy the molecule absorbes a certain quantum of infrared energy according to its molecule mass, and the composition of the atoms within the molecule (such as the bonds in the molecule and the environments of other bonds within the molecule). A detector then detects the amount of IR absored by the sample and a graph is produced by a computer that can then be interpreted and the structure of the compound under observation can be determined.

IR thermal imaging can sometimes be used to detect cancerous tumours as there is an area in a cancerous tumor that emits more IR radiation than the surrounding tissue.

Background and Theory
The infrared portion of the electromagnetic spectrum is divided into three regions; the near-, mid- and far- infrared, named for their relation to the visible spectrum. The far-infrared, approximately 400-10 cm-1 (1000–30 μm), lying adjacent to the microwave region, has low energy and may be used for rotational spectroscopy. The mid-infrared, approximately 4000-400 cm-1 (30–1.4 μm) may be used to study the fundamental vibrations and associated rotational-vibrational structure. The higher energy near-IR, approximately 14000-4000 cm-1 (1.4–0.8 μm) can excite overtone or harmonic vibrations. The names and classifications of these subregions are merely conventions. They are neither strict divisions nor based on exact molecular or electromagnetic properties.

Simple diatomic molecules have only one bond, which may stretch. More complex molecules have many bonds, and vibrations can be conjugated, leading to infrared absorptions at characteristic frequencies that may be related to chemical groups. For example, the atoms in a CH2 group, commonly found in organic compounds can vibrate in six different ways: symmetrical and antisymmetrical stretching, scissoring, rocking, wagging and twisting.

title: Infrared Spectroscopy


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Featured content/end

Thank you for coming with us on Tour No.2!

You may now return to the list of available guided tours.

title: Featured content/end


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Observation clock

An observational clock is a Wikiversity resource type. Collaborating users from around the globe observe natural cycles of various kinds and report the data. Observational clocks can also bring classrooms together with research.

Observational clocks have a number of uses.

 * Learning/reference function: users can use simple identification "keys" to help recognize species. For example, a school class could try to match observed items with their classifications, and then add to the database of observations.
 * Research function: research projects can be built around the raw collected data - e.g. the development of terminologies to better describe the cycles of natural phenomena.

List of current observational clocks

 * Bloom Clock - for horticulturalists. Track flower bloom times around the globe.
 * Bug Clock - for entomologists.
 * Fruit Clock

title: Observation clock


text: Category:Observation clocks

title: Category:Observation clocks


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BCP/Salvia officinalis

Salvia officinalis

title: BCP/Salvia officinalis


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BCP/Salvia officinalis/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 11:10, 31 May 2008 (UTC)

title: BCP/Salvia officinalis/Logs


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BCP/Geranium x cantabrigiense 'Biokovo'

Geranium x cantabrigiense 'Biokovo'

title: BCP/Geranium x cantabrigiense 'Biokovo'


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BCP/Geranium x cantabrigiense 'Biokovo'/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 11:42, 31 May 2008 (UTC)
 * --SB_Johnny | talk 10:47, 4 June 2008 (UTC)


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BCP/Geranium pratense

Geranium pratense

title: BCP/Geranium pratense


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BCP/Geranium pratense/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 11:43, 31 May 2008 (UTC)
 * --SB_Johnny | talk 09:02, 2 June 2008 (UTC)
 * --SB_Johnny | talk 09:58, 20 July 2008 (UTC)
 * --SB_Johnny | talk 10:07, 2 August 2008 (UTC)
 * --SB_Johnny talk 09:54, 7 September 2008 (UTC)

title: BCP/Geranium pratense/Logs


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BCP/Euphorbia amygdaloides

Euphorbia amygdaloides

title: BCP/Euphorbia amygdaloides


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BCP/Euphorbia amygdaloides/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * SB Johnny-LM 11:30, 31 May 2008 (UTC)

title: BCP/Euphorbia amygdaloides/Logs


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BCP/Magnolia sieboldii

Magnolia sieboldii

title: BCP/Magnolia sieboldii


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BCP/Magnolia sieboldii/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * SB Johnny-LM 11:30, 31 May 2008 (UTC)
 * SB Johnny-LM 10:59, 4 June 2008 (UTC)
 * 85.185.92.72 (discuss) 04:54, 26 August 2013 (UTC)

title: BCP/Magnolia sieboldii/Logs


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Help:Resources by language

These project boxes are for resources which help people learn second or foreign languages. The Wikiversity project boxes system allows you to insert an easy and attractive project box into your resource which does a lot of handy things behind the scenes, such as classifying your resource and making it accessible in the navigation system. Just follow the easy instructions below.

Purpose of these project boxes

 * Resource pages which are in a non-English language should be moved to the appropriate non-English Wikiversity - see http://www.wikiversity.org for a list.
 * These project boxes are for language training resources. Usually the meta-language of the resource will be English, and the target language (i.e. the language being taught) will be something else. Such resources belong on English Wikiversity. This is when you use a project box from this page. Language learning resources are some of the most popular destinations on Wikiversity.

Helpful resources for creating new language project boxes

 * Useful resource: commons:Category:Hybrid flags
 * Portal:Languages has possibly the best list of languages currently on offer at Wikiversity.
 * New language project boxes should be built using the template Template:language_box.

Changing the flag
One of the problems with language project boxes is that they use country flags as icons, but languages are often spoken in more than one country. Wikimedia Commons has started a hybrid flags project which combines the flags of different countries into one icon, but this project is incomplete and doesn't altogether solve the problem. For example, Spanish and English are spoken in more countries than could ever be combined attractively into a single icon of country flags.

To get round this, effectively you are free to change the icon on resources which you have largely created yourself. For example, if you are Canadian, you may prefer to put a Canadian flag on your ESL resources. You can do it like this:

Changing the article
The text normally reads "this is a [language] resource". What if the language begins with a vowel? Can you change to "an" when creating the project box? Yes - just add "article=an" into your paramater list.

Requests for new languages
Can't create a project box? Then just request it here instead. Please sign your name with ~ after your request.

Italian
 * lesego ~

Frequent questions
Q: Where should I put this on my page?
 * A: Probably either at the very top or the very bottom. It's really a question of your own taste. User boxes have traditionally been placed at the top of user pages, so if you can't decide, put your project boxes at the top as well.

Q: Can I combine these with other project boxes, such as resource-type project boxes and completion-status project boxes?
 * A: Yes. In fact, please do. This is the idea. The project boxes are designed to stack up in a matching group, and create a full metadata classification for your resource.

title: Help:Resources by language


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Talk:Open Educational Resources

Open educational resources are freely accessible, openly licensed text, media, and other digital assets that are useful for teaching, learning, and assessing as well as for research purposes When it comes to education, the model has been pretty straight forward - up until the early 90 education was in a classroom of students with a teacher who led the process. Physical presence was a no-brainer, and any other type of learning was questionable at best. Then the computer evolution happened and it radically changed the learning landscape.

In essence, Open Edcationa Resources (OER) are computer based educational tools or systems that enables you to learn anywhere and at any time. Today Open Educational Resourse is mostly delivered though the internet, although in the past it was delivered using a blend of computer-based methods like CD-ROM.

Technology has advanced so much that the geographical gap is bridged with the use of tools that make you feel as if you are inside the classroom. Open Educational Resources offers the ability to share material in all kinds of formats such as videos, slideshows, word documents and PDFs. Conducting webinars (live online classes) and communicating with professors via chat and message forums is also an option available to users.

There is a plethora of different Open Education Resources (otherwise known as Learning Management Systems, or LMSs for short) and methods, which allow for courses to be delivered. With the right tool various processes can be automated  such  as  the  marking  of  tests  or  the creation of engaging content. Open Educational Resouces provides the learners with the ability to fit learning around their lifestyles, effectively allowing even the busiest person to further a career and gain new qualifications.

Some of the most important developments in education have happened since the launch of the internet. These days learners are well versed in the use of smartphones, text messaging and using the internet so participating in and running  an  online  course  has  become  a  simple affair. Message boards, social media and various other means of online communication allow learners to keep in touch and discuss course related matters, whilst providing for a sense of community.

In the fast-paced world of technologies Open Educational Resources can also be referred in simple terms as E-learning to make a course exciting and always changing,the course  content   can   and  should  be updated quickly to give students the very latest information. This is especially important if the e- learning training is being given to employees in a sector where keeping up-to-date on industry developments is of the utmost importance. This is one of the reasons why many  businesses   are   now   offering   training   via   e- learning  -  other  reasons  includes  low  costs  and  the ability  for  employees  to  study  in their  own  time  and place.

Overall, traditional learning is expensive, takes a long time and the results can vary. E-learning offers an alternative that is faster, cheaper and potentially betterin touch and discuss course related matters, whilst providing for a sense of community.

In the fast-paced world of e-learning the available technologies to make a course exciting are always changing,  and   course   content   can   and   should   be updated quickly to give students the very latest information. This is especially important if the e-learning training is being given to employees in a sector where keeping up-to-date on industry developments is of the utmost importance. This is one of the reasons why many  businesses   are   now   offering   training   via   e- learning  -  other  reasons  includes  low  costs  and  the ability  for  employees  to  study  in their  own  time  and place.

Overall, traditional learning is expensive, takes a long time and the results can vary. E-learning offers an alternative that is faster, cheaper and potentially better. --

Include subpages on main page
I added this to the main page because many low quality pages consists of links. Only when I realized they were subpages, it occurred to me take a close look at it. Perhaps this list belongs at the top or under a template that better informs the reader.--Guy vandegrift (discuss • contribs) 17:18, 19 October 2021 (UTC)

title: Talk:Open Educational Resources


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User:SB Johnny-LANC

This is an alternate account for User:SB_Johnny used to record plants seen blooming in Lancaster County, Pennsylvania.

title: User:SB Johnny-LANC


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BCP/Aesculus × carnea 'Fort McNair'

Aesculus × carnea 'Fort McNair'

title: BCP/Aesculus × carnea 'Fort McNair'


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BCP/Aesculus × carnea 'Fort McNair'/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * User:SB Johnny-LANC 12:36, 12 May 2008 (photo log)


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BCP/Deutzia gracilis 'chardonnay pearls'

Deutzia gracilis 'chardonnay pearls'


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BCP/Deutzia gracilis 'chardonnay pearls'/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * SB Johnny-LM 14:35, 11 May 2008 (photo log)


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BCP/Deutzia gracilis

Deutzia gracilis

title: BCP/Deutzia gracilis


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BCP/Deutzia gracilis/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * (no logs yet)

title: BCP/Deutzia gracilis/Logs


text: Template:Subject box

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User talk:Nikhilajain

Welcome to the Bloom Clock!
Hello, Nikhilajain, and thanks for signing up as a contributor to the Bloom Clock!

To get started, all that you need to do is keep your eyes open for flowers on plants growing outdoors. Then, depending on how well you know plants, you can either try to find the plant using the global keys, or just check the master list where plants are listed by their scientific names.

Assuming you find a log page for the plant you saw, all that you need to do is click [edit] above the list of signatures, and add *~ on a new line below the last signature and above the line that begins with, which will make your signature appear on the profile page.

If you don't find a log page, just add an entry for the plant to the Master List using. Someone can then show you how to create a profile and log page for the plant.

If you don't know the name of the plant you saw, try asking on Bloom Clock/Unknown Plants using the template there. Photographs are very helpful, but if you don't have a digital camera, just give the best description you can and hopefully someone can identify it for you.

After you've logged 10 or more plants as flowering for your location, another bloom clock contributor will help you set up the categories and templates used to construct a key for your region, and try to match up your region to the global keys.

If you have any questions, ideas, or need something explained, please feel free to leave a message on my talk page, and I'll get back to you as soon as I can! --SB_Johnny | talk 17:28, 31 May 2008 (UTC)

title: User talk:Nikhilajain


text: Category:BCP/Family not defined

title: Category:BCP/Family not defined


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title: Category:BCP/Genus not defined


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Template:Film scoring student status- Tonto Silver

 * Silver Tonto has completed the following assignments in the course on film scoring for narrative motion pictures.

 * [[Image:Blancovinkjeup.png|16px]]Create the sound of fear from a single note
 * [[Image:Blancovinkjeup.png|16px]]Create other moods from a single note
 * [[Image:Blancovinkjeup.png|16px]]Create the sound of joy using a delicate rhythm
 * [[Image:Blancovinkjeup.png|16px]]Create other moods from delicate rhythms
 * [[Image:Blancovinkjeup.png|16px]]Pop quiz : Music which tells a story
 * [[Image:Blancovinkjeup.png|16px]]Create a mood with a simple melody
 * [[Image:Blancovinkjeup.png|16px]]Create a story with a siimple melody
 * [[Image:Blancovinkjeup.png|16px]]Pop quiz : The Spy Story - Who is who?
 * [[Image:Blancovinkjeemptysmall.png|16px]]DVD-Video : Scoring your first scene - The Promotion
 * [[Image:Blancovinkjeup.png|16px]]Create four motifs - Mama, papa, baby, and Goldie
 * [[Image:Blancovinkjeemptysmall.png|16px]]Create continuity with a single motif
 * [[Image:Blancovinkjeemptysmall.png|16px]]Foreground / Background music - soft vs. loud
 * [[Image:Blancovinkjeemptysmall.png|16px]]Pop quiz : Watch a short movie - George Lucas In Love
 * [[Image:Blancovinkjeemptysmall.png|16px]]DVD-Video : What is a "Spotting Session"? - Only A Dream
 * [[Image:Blancovinkjeemptysmall.png|16px]]DVD-Video : Write two musical cues for Home Wrecker
 * [[Image:Blancovinkjeemptysmall.png|16px]]More musical theory
 * [[Image:Blancovinkjeemptysmall.png|16px]]Butchering Midi - The Starwars theme
 * [[Image:Blancovinkjeemptysmall.png|16px]]DVD-Video : How would you score Green Tea Smoothie ?
 * [[Image:Blancovinkjeemptysmall.png|16px]]DVD-Video : Write a film score for Blindman's Bluff
 * [[Image:Blancovinkjeemptysmall.png|16px]]Write a film score for Seduced by the Dark Side!


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Category:Technology

is a top-level Library of Congress Classification and Wikiversity category. Subcategories are based on Outline of technology.

title: Category:Technology


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Category:Open Source

This category is for articles listed under "Open Source"

title: Category:Open Source


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Category:Energy units

This category is for articles listed under "Energy units"

Calories and Joule

title: Category:Energy units


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title: Category:User bas


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title: Category:Energy


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title: Category:Template Documentation


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Category:Autism

This category is for articles/user's listed under "Autism"

title: Category:Autism


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Category:Sorting

This category is for articles listed under "Sorting"

title: Category:Sorting


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Category:Permaculture

This category is for articles listed under "Permaculture"

title: Category:Permaculture


text: Category:Help archives

title: Category:Help archives


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Category:Critical theory

This category is for articles listed under "Critical theory"

title: Category:Critical theory


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Category:Social movements

This category is for articles listed under "Social movements"

title: Category:Social movements


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Category:3D modeling

This category is for articles listed under "3D modeling"

title: Category:3D modeling


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title: Category:Redirects from shortcut


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Category:Worksheets

This category is for articles listed under "Worksheets"

title: Category:Worksheets


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Category:Climatology

This category is for articles listed under "Climatology"

title: Category:Climatology


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Category:Unsolved problems in physics

This category is for articles listed under "Unsolved problems in physics"

title: Category:Unsolved problems in physics


text: Category:Technology Education

title: Category:Technology Education


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Category:Medicinal plants

This category is for articles listed under "Medicinal plants"

title: Category:Medicinal plants


text: Category:Peak Oil, Energy, and Society

title: Category:Peak Oil, Energy, and Society


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Category:Introduction to project management

This category is for articles listed under "Introduction to project management"


text: Category:Course navigation templates

title: Category:Course navigation templates


text: Category:Women's studies

title: Category:Women's studies


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Category:Introduction to Russian

This category is for articles listed under "Introduction to Russian"

title: Category:Introduction to Russian


text: Category:Wikis

title: Category:Wikis


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Category:Water ice

This category is for articles listed under "Water ice"

title: Category:Water ice


text: Category:College algebra

title: Category:College algebra


text:
Lunar Boom Town/McDonald's Restaurant

cave explore cave explorer Data Data consists of raw facts and figures

Knowledge In information technology, knowledge is, to an enterprise or an individual, the possession of information or the ability to quickly locate it.

Information In general, raw data that (1) has been verified to be accurate and timely, (2) is specific and organized for a purpose, (3) is presented within a context that gives it meaning and relevance, and which (4) leads to increase in understanding and decrease in uncertainty. The value of information lies solely in its ability to affect a behavior, decision, or outcome. A piece of information is considered valueless if, after receiving it, things remain unchanged. For the technical meaning of information see information theory.

GIGO Garbage in Garbage out

Hardware Hardware is the equipment which makes up the computer system. (If you can kick it, it’s hardware!). Hardware consists of... - input devices such as keyboard, mouse, joystick - the Central Processing Unit (CPU) - which does all the processing - output devices such as a printer, monitor, graph plotter - backing storage devices such as disc drive, hard drive - media such as discs, tapes, paper etc

Software Software is the programs which run the system. The main program which runs the computer system is called the Operating System. Other programs (called Applications programs) include ... •	Word Processing programs, •	Database programs, •	Spreadsheet programs, •	Graphics programs etc.... •	Computer game

Mainframe Computer powerful computers used mainly by large organizations for critical applications, typically bulk data processing such as census, industry and consumer statistics, enterprise resource planning, and financial transaction processing.

Micro computer A microcomputer is a computer with a microprocessor as its central processing unit. They are physically small compared to mainframe and minicomputers. Many microcomputers (when equipped with a keyboard and screen for input and output) are also personal computers (in the generic sense

Embedded System An embedded system is a computer system designed to perform one or a few dedicated functions often with real-time computing constraints. It is embedded as part of a complete device often including hardware and mechanical parts. By contrast, a general-purpose computer, such as a personal computer (PC), is designed to be flexible and to meet a wide range of end-user needs. Embedded systems control many devices in common use today

RAM Random-access memory (RAM) is a form of computer data storage. Today, it takes the form of integrated circuits that allow stored data to be accessed in any order (that is, at random). "Random" refers to the idea that any piece of data can be returned in a constant time, regardless of its physical location and whether it is related to the previous piece of data

ROM Read-only memory (ROM) is a class of storage media used in computers and other electronic devices. Data stored in ROM cannot be modified, or can be modified only slowly or with difficulty, so it is mainly used to distribute firmware (software that is very closely tied to specific hardware, and unlikely to need frequent updates). In its strictest sense, ROM refers only to mask ROM (the oldest type of solid state ROM), which is fabricated with the desired data permanently stored in it, and thus can never be modified. However, more modern types such as EPROM and flash EEPROM can be erased and re-programmed multiple times; they are still described as "read-only memory"(ROM)[citation needed] because the reprogramming process is generally infrequent, comparatively slow, and often does not permit random access writes to individual memory locations. Despite the simplicity of mask ROM, economies of scale and field-programmability often make reprogrammable technologies more flexible and inexpensive, so mask ROM is rarely used in new products as of 2007.

title: Lunar Boom Town/McDonald's Restaurant


text:
User:Lucychili

Janet Hawtin, Australia

title: User:Lucychili


text:
Template:Film scoring student status - Justin Kontz

 * Justin Kontz has completed the following assignments in the course on Basic filmmaking (pre-production) for narrative motion pictures.

 * [[Image:Blancovinkjeup.png|16px]] Formatting the Script [[Image:Oxygen480-categories-applications-office.svg|28px]]
 * [[Image:Blancovinkjeup.png|16px]] Pop Quiz - What is the first shot? [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the thumbnail storyboards [[Image:Crystal Clear app gimp (vector).svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Quick Exercise - Over-the-shoulder shot [[Image:Applications-accessories.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the 3D storyboards [[Image:Crystal Clear app Login Manager.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] A simple DVD-Video Editing Workshop [[Image:Oxygen480-devices-media-optical-recordable.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Learning about camera lenses [[Image:Noto Emoji Oreo 1f4f9.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Record the dialog for the animatic [[Image:Noto Emoji Oreo 1f399.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Intro to narrative filmmaking [[Image:Oxygen15.04.1-tool-animator.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Draw the movie poster for "Star Wars" [[Image:Noto Emoji Oreo 1f3a8.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding dailies [[Image:Oxygen15.04.1-tool-animator.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create a matte painting [[Image:Noto Emoji Oreo 1f3a8.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding editing [[Image:Oxygen15.04.1-tool-animator.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Pop Quiz - Creating the moods (film scoring) [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding "L-Cuts" [[Image:Oxygen15.04.1-tool-animator.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create the animatic [[Image:Oxygen15.04.1-tool-animator.svg|24px]]


text:
User talk:JoshLobel~enwikiversity

 JoshLobel

response
hey...how long did it take you to get a response after you completed your projects?

and how do you like VFS? I looked into it a few years ago, but coming from the US, it is very $$$.

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 JoshLobel. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name JoshLobel~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 23:35, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:12, 19 April 2015 (UTC)

title: User talk:JoshLobel~enwikiversity


text:
Template:Film scoring student status - JoshLobel

 * Josh Lobel has completed the following assignments in the course on Basic filmmaking (pre-production) for narrative motion pictures.

 * [[Image:Blancovinkjeup.png|16px]] Formatting the Script [[Image:Oxygen480-categories-applications-office.svg|28px]]
 * [[Image:Blancovinkjeup.png|16px]] Pop Quiz - What is the first shot? [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeup.png|16px]] Creating the thumbnail storyboards [[Image:Crystal Clear app gimp (vector).svg|24px]]
 * [[Image:Blancovinkjeup.png|16px]] Quick Exercise - Over-the-shoulder shot [[Image:Applications-accessories.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the 3D storyboards [[Image:Crystal Clear app Login Manager.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] A simple DVD-Video Editing Workshop [[Image:Oxygen480-devices-media-optical-recordable.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Learning about camera lenses [[Image:Noto Emoji Oreo 1f4f9.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Record the dialog for the animatic [[Image:Noto Emoji Oreo 1f399.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Intro to narrative filmmaking [[Image:Oxygen15.04.1-tool-animator.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Draw the movie poster for "Star Wars" [[Image:Noto Emoji Oreo 1f3a8.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding dailies [[Image:Oxygen15.04.1-tool-animator.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create a matte painting [[Image:Noto Emoji Oreo 1f3a8.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding editing [[Image:Oxygen15.04.1-tool-animator.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Pop Quiz - Creating the moods (film scoring) [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding "L-Cuts" [[Image:Oxygen15.04.1-tool-animator.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create the animatic [[Image:Oxygen15.04.1-tool-animator.svg|24px]]


text:
Portal talk:Genetics

http://sourceforge.net/projects/amos --Remi 00:46, 1 June 2008 (UTC)

http://www.physorg.com/news138273110.html Emesee 15:50, 18 August 2008 (UTC)

Boxes
We have several resources that are gene promoters ending in box or boxes, e.g. HY boxes. While we have other gene promoters that may act similarly, I would like to organize at least the boxes under the resource boxes as subpages. Comments, questions, and criticisms are welcome! What do you think? --Marshallsumter (discuss • contribs) 15:40, 1 April 2015 (UTC)

title: Portal talk:Genetics


text: File:Tonto Silver reflections.ogg

title: File:Tonto Silver reflections.ogg


text: File:Tonto Silver The kings arrival.ogg

title: File:Tonto Silver The kings arrival.ogg


text:
User:-Benjamin-

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: LemonChiffon; border: 1px solid Gray; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

About me (-Benjamin-)

 * Name

 * External Links
 * Myspace

 * Location

 * School

 * Why I want to learn filmmaking.
 * Well, I started getting interested in film when I was about 11. I filmed a few meetings and training tapes for the place where my dad worked at the time, went on to film a local habitat for humanity documentary, did several other personal documentaries, and some short film entries for contests. I've mostly looked a lot into trying to imitate regular film effects on indie budgets, such as CGI, post-production visual effects, special effects, etc. I decided to go ahead and take the course partly to say I've actually gone through some sort of film course, but also because I'd like to learn to work with projects that aren't necessarily my own. I'm ok at finishing films that were my idea, or my inspiration, but I have a hard time working on something that isn't my own idea. That, and I've figured out by now that if you're self-taught in anything, you usually end up missing something.

 * Contact

 * }

 * -Benjamin- has completed the following assignments in the course on Basic filmmaking (pre-production) for narrative motion pictures.

 * [[Image:Blancovinkjeup.png|16px]] Formatting the Script [[Image:Nuvola apps package wordprocessing.png|28px]]
 * [[Image:Blancovinkjeup.png|16px]] Pop Quiz - What is the first shot? [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the thumbnail storyboards [[Image:Crystal Clear app gimp.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Quick Exercise - Over-the-shoulder shot [[Image:Applications-accessories.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the 3D storyboards [[Image:Crystal Clear app Login Manager.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] A simple DVD-Video Editing Workshop [[Image:Crystal Clear device cdwriter unmount.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Learning about camera lenses [[Image:Crystal Clear app camera.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Record the dialog for the animatic [[Image:Crystal Clear app krec.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Intro to narrative filmmaking [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Draw the movie poster for "Star Wars" [[Image:Crystal Clear app kcoloredit.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding dailies [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create a matte painting [[Image:Crystal Clear app kcoloredit.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding editing [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Pop Quiz - Creating the moods (film scoring) [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding "L-Cuts" [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create the animatic [[Image:Clapboard-Small.png|28px]]

 June 11, 2008 -- -Benjamin- has formatted the script with Final Draft. You can download it at [[Media:Benjamin - Seduced by the Dark Side Course Version.pdf]]. This student created two versions of the script. This is the conventional version.

 June 11, 2008 -- -Benjamin- has formatted the script with Final Draft. You can download it at [[Media:Benjamin Seduced by the Dark Side Alternate Version.pdf]]. This is a much more emotional version but will it cost too much to film?

title: User:-Benjamin-


text:
BCP/Clintonia borealis

Clintonia borealis

title: BCP/Clintonia borealis


text:
BCP/Clintonia borealis/Logs

2008 Logs

 * --Jomegat 01:47, 1 June 2008 (UTC)
 * --Jomegat 01:09, 6 June 2008 (UTC)

2009 Logs

 * Jomegat 02:41, 19 May 2009 (UTC)
 * Jomegat 00:25, 25 May 2009 (UTC)

Recent Logs

 * Jomegat 19:51, 8 May 2010 (UTC)

title: BCP/Clintonia borealis/Logs


title: Category:BCP/NHAMP/6


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Wikiversity talk:Guided tour/Lesson

Might it be useful to fork this (duplicate) into the mainspace somewhere... if it isn't there already? --Remi 02:07, 1 June 2008 (UTC)

title: Wikiversity talk:Guided tour/Lesson


text:
User:Tonyf001

Tony Ford Interest:geology

Graduate (BApSc(Geol)1983 BCAE)

Geologist, Available in the Sale Area Victoria Australia

Petroleum Exploration and Development- as follows-
 * Mud Logger
 * Well Site Geologist
 * Pressure Analyst/Engineer
 * Directional DrillingTool Operator/Engineer
 * MWD Operator/Engineer
 * LWD Operator/Engineer

main Interests Present pre-Occupations
 * Geology
 * Reading
 * Windsurfing
 * Child rearing- 4 of & househusband
 * Wine and beer making

title: User:Tonyf001


text:
User:Joshualam

Hello! Visit my main site at the English Wikipedia Website. :)

進入我的網站，在 英語言的维基百科網站. :)

Zu meiner Haupt-Website auf der englischen Wikipedia Website. :)

title: User:Joshualam


text: Template:Project boxes/Nav

title: Template:Project boxes/Nav


text:
User:Caiaffa

w:en:User:Caiaffa

cs:Uživatel:Caiaffa de:Benutzer:Caiaffa el:Χρήστης:Caiaffa es:Usuario:Caiaffa fr:Utilisateur:Caiaffa it:Utente:Caiaffa ja:利用者:Caiaffa pt:Utilizador:Caiaffa

title: User:Caiaffa


text:
Help:Resource perspectives

About these project boxes
Back when Wikiversity was founded (August 2006), a disclosures template was created for users to disclose any exceptions to Wikimedia's mandatory "Neutral Point of View" (NPOV) in their educational resources. By June 2008, the template had been used as follows:
 * 1) Widely, for the declaration of a neutral point of view in kindergarten and primary school science, writing and mathematics materials.
 * 2) Once, for declaring a feminist point of view in a stub.
 * 3) Several times in religious articles, after the author was explicitly pointed to the template.

Whether or not the disclosures policy should be reformed or continued can be discussed on the talk page.

title: Help:Resource perspectives


text: Template:Engineering

title: Template:Engineering


text:
Category:Interwiki

Resources and categories with interwiki links.

title: Category:Interwiki


text: Template:Progress box

title: Template:Progress box


text: Category:Development status templates

title: Category:Development status templates


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User talk:Me2hero

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 13:14, 1 June 2008 (UTC)

 Hello Me2hero, 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 or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * 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! Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 13:14, 1 June 2008 (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...

title: User talk:Me2hero


text: Template:Lesson

title: Template:Lesson


text: Template:Quiz

title: Template:Quiz


text: Template:Reading group

title: Template:Reading group


text: Template:Project boxes/Nav2

title: Template:Project boxes/Nav2


text:
Help:Tour of project boxes

Welcome to the tour about Project Boxes

On this tour we will be visiting the project boxes project. Project boxes are rather like the "user boxes" used on other Wikimedia projects, except that they are used for classifying educational resources by subject, educational level, completion status and other things. Project boxes help create Wikiversity's overall navigation structure. They are also fun and attractive - and very, very easy to use!

As we progress through this tour, various pages from Wikiversity will appear on the screen as if in a slideshow. Keep clicking on the "back" or "next" buttons in the green box above, and watch as the pages fly past. Return to the list of available guided tours

title: Help:Tour of project boxes


text: Help:Tour of project boxes/1

title: Help:Tour of project boxes/1


text: Help:Tour of project boxes/2

title: Help:Tour of project boxes/2


text: Help:Tour of project boxes/3

title: Help:Tour of project boxes/3


text: Help:Tour of project boxes/4

title: Help:Tour of project boxes/4


text: Help:Tour of project boxes/5

title: Help:Tour of project boxes/5


text: Help:Tour of project boxes/6

title: Help:Tour of project boxes/6


text: Help:Tour of project boxes/0

title: Help:Tour of project boxes/0


text: Help:Tour of project boxes/7

title: Help:Tour of project boxes/7


text: Help:Tour of project boxes/8

title: Help:Tour of project boxes/8


text:
Help:Tour of project boxes/end

Thank you for coming with us on Tour No.5!

You may now return to the list of available guided tours.

title: Help:Tour of project boxes/end


text:
BCP/Melilotus officinalis

Melilotus officinalis

title: BCP/Melilotus officinalis


text:
BCP/Melilotus officinalis/Logs

2008 Logs

 * --SB_Johnny | talk 15:54, 1 June 2008 (UTC)
 * --SB_Johnny | talk 09:43, 16 June 2008 (UTC)
 * --SB_Johnny | talk 09:41, 2 July 2008 (UTC)
 * --SB_Johnny | talk 10:00, 14 July 2008 (UTC)

2009 Logs

 * (no archived logs yet)

Recent Logs

 * Jomegat 22:55, 27 June 2009 (UTC)

title: BCP/Melilotus officinalis/Logs


text:
Learning the basics of French/Simple Grammar Rules

When starting to learn a new language, it is important to have a sound grasp of certain elementary grammatical terms. The intention of this page is not to blind students with science, but to give a good grounding of useful linguistic terms, with examples in English, and the target language, French(Francais).

You will find the following terms useful when starting your study of french:

The French Noun
A noun, in its simplest form, is a naming word. There are three nouns in the preceding sentence: "noun", "form", and "word". Nouns can be things we can see (book, chair, desk, Jonathan), or cannot see (misery, humidity, joy). Those nouns we cannot see are called abstract nouns. 'Queen Elizabeth II" is also a noun. Nouns which name people, places, landmarks, geographical entities etc., are called proper nouns, and are usually capitalised in English. L'homme (the man), la femme (the wife/woman) and les voitures (the cars) are all examples of french nouns. It should be noted that, like many languages, the French noun has gender and number. The french noun can be one of two genders, masculine or feminine. It is important for the learner to note that these are purely arbitrary grammatical terms; a feminine french noun does not necessarily have any perceived 'feminine' features. Likewise, a masculine noun does not have to refer to something 'manly'. French, like English, generally pluralizes its nouns via the addition of the letter 's':

 * un homme (one man)
 * deux hommes (two men)

 * une femme (one woman), une personne (a person, of either gender)
 * six femmes (six women), six personnes (six people)

External link

French nouns - forms and usage

The French article
The gender of the French noun can usually be perceived by identifying the indefinite or definite article that precedes it. The definite articles, le, la and les, indicate a specific object, similar to "the". In addition, the articles le and la are contracted when preceding a noun starting with a silent h or vowel. The indefinite articles, un, une and des refer to an object, but none specifically.

A feminine french noun will follow: la (the) or une (a).

 * La femme est jolie (The lady is pretty).

A masculine french noun will follow: le (the) or un (a).

 * Le chat est mechant (The cat is mischevious).

Plural french nouns will usually follow either: les (the) or des (some).

 * Les femmes sont tristes (The ladies are sad).
 * Des fermiers m'ont vu (Some farmers saw me).

This is a useful grammatical pointer to indicate number and gender, but the serious student of french should note that effort must be put in to learn the gender of the new nouns that are encountered. As such, nouns should be learned alongside their article whenever possible.

The French Verb
A verb, in simple terms, names an action. In the previous sentence, 'names' is the verb. A verb can be either a physical action (I walk, he runs, she jumps, they play), or emotional/non-visible (he suspects, they are hoping, we are believing).

A verb usually demands a subject. A subject is the individual 'performing' the verb. This must be a noun or pronoun:

The dog walks (subject 'the dog', verb 'walks'). French: le chien marche. Silence speaks volumes (subject 'silence', verb 'speaks'). French: le silence dit beaucoup. Matthew and I argue a lot (subjects 'Matthew' and 'I', verb 'argue'). French: Matthieu et moi nous disputons beaucoup.

A verb sometimes demands an object. It is helpful to think of the grammatical object as the entity being 'verbed'.

I will eat the chocolate (subject 'I', verb 'will eat', object 'the chocolate'). French: je mangerai le chocolat. The queen took tea (subject 'queen', verb 'took', object 'tea'). French: La reine a pris du thé. We don't want to eat meat (subject 'we', verb 'want', object 'meat'). French: nous ne voulons pas manger de la viande.

The issues of transitivity and direct and indirect objects with the verb will be dealt with at a later point.

The french verb is a complex and frightening entity to new students of french. Nevertheless, there are several simple pointers which can be learned to 'smooth the way' to full comprehension.

(a) The majority of verbs in french follow a regular, set pattern. (b) The majority of verbs in french belong to one of three 'families'. The title of the verb (english equivalent 'to play', 'to hope', 'to desire') is called the infinitive, and in French is just one word. Parler (to speak), finir (to finish), vendre (to sell). -ER, -IR, -RE are the three families, and these are called the first, second, and third declensions. (c) Learn one regular french verb in the present tense, and you've got them all.

jouER (to play):
 * je joue, tu joues, il/elle/on joue, nous jouons, vous jouez, ils/elles jouent.
 * Verbs that 'work like this' include parler (to speak), marcher (to walk), aimer (to like, to love) and tens of thousands more.

finIR (to finish):
 * je finis, tu finis, il/elle/on finit, nous finissons, vous finissez, ils/elles finissent.
 * Verbs that 'work like this' include munir (to provide), salir (to make dirty), and pourrir (to rot).

vendRE (to sell):
 * je vends, tu vends, il/elle/on vend, nous vendons, vous vendez, ils/elles vendent.
 * Verbs that 'work like this' include rendre (to give back, return). The third declension is by far the least populous in French.

At this basic level it is important to grasp the concept of tense. A verb can be in many combinations of mood and tense, but the three basic tenses for the beginner level French student are:

 * THE PRESENT INDICATIVE: I walk, I am walking, I do walk.
 * THE PERFECT INDICATIVE: I walked, I did walk, but NOT I was walking.
 * THE FUTURE INDICATIVE: I shall walk, I shall be walking.

 * In English, we have the possibility of saying both 'I walk' and 'I am walking', and there are different shadings of meaning depending on which form we choose. This is not possible in French, and 'je marche' covers all these shades of meaning. Thus, 'je marche à l'école' means I walk to school (regularly), I am walking to school (right now) and I do walk to school (how dare you suggest otherwise!)

there are three groups for french verbs :

 * first group (er)

first group verbs finish their infinitive by : -er (except aller (to go) which is an irregular verb)

example : jouer (to play), manger (to eat),chanter (to sing), danser (to dance).

they all have the same behavior, if we consider that for every french grammar rule there are some exceptions, like appeler or acheter who have some accents or doubling consonants

 * second group (ir)

second group verbs finish their infinitive by : -ir, and take a "iss" at the first plural form

example : finir (to finish) -> nous finissons choisir (to choose) -> nous choisissons grandir (to grow up/tall) -> nous grandissons

they also have the same behavior, so when you know one you know them all. take care because some verbs end by -ir but don't belong to the second group (such as partir (to leave) -> nous partons, venir (to come) -> nous venons, and many others)

 * third group (the rest)

third group is for all the remaining verbs. you can find some regularities in some verbs (some verbs ending by -dre or -oir), but there are no simple rules. It's basically the irregular verbs group

The French Adjective
An adjective tells us about the condition of a noun. Is the noun large? Happy? Ugly? Worrying? All adjectives.

A fast car (noun: car, adjective: fast). French: une voiture rapide An extremely boring but useful book (noun: book, adjectives: boring, useful). French: un livre très ennuyeux mais utile. Two unhappy, green, and hungry elephants looked for a purple dog (nouns: elephants, dog. adjectives: unhappy, green, purple) French: deux éléphants verts, malheureux et affamés ont cherché un chien pourpre.

Again, learn a basic rule and you will generally be able to apply it to the majority of french adjectives. The french adjective is commanded by gender and number. The endings of the adjective change (decline) to reflect and agree with the number, case (about which more later) and gender of the accompanying noun.

Thus:
 * un homme méchant (a naughty man)         masculine singular
 * une femme méchante (a naughty woman)     feminine singular
 * des hommes méchants (some naughty men)   masculine plural
 * des femmes méchantes (some naughty women) feminine plural

Please note the changes in the spelling of the adjective méchant. These endings can be applied to the majority of French adjectives. There are also hundreds of irregular adjectives, and issues surrounding nuances of meaning and word order, but these are issues better tackled at a more advanced level, and are not pertinent to these basic grammatical guidelines.

Activities
Now that you have a basic comprehension of three key parts of speech (the noun, verb, and adjective), you can begin to deconstruct the French sentence.

Identify the three parts of speech from this extract of Mon bel oranger (de Vasconcelos)

''Glória avait raison. C'était la plus belle chose du monde. Quel dommage que je ne puisse pas lui raconter que j'avais vu la poésie vivre. Ce n'était pas une fleur mais des petites feuilles qui tombaient des arbres et s'en allaient vers la mer''

Gloria was right. It was the most beautiful thing in the world. What a pity I couldn't tell her I'd seen poetry come to life. This was no flower, just small leaves falling from the trees and making their way to sea.

 * Nouns: la chose, le monde, le dommage, la poesie, une fleur, des feuilles, des arbres, la mer
 * Verbs: avait, etait, puisse, raconter, avais vu, vivre, etait, tombaient, s'en allaient
 * Adjectives: belle, petites.

Don't be concerned with unfamiliar verb forms, moods or tenses. The goal here was simply to identify grammatical features.

If you can deconstruct a sentence, can you construct one? Use the vocabulary provided below and attempt a translation into french. Remember to alter your verb and adjective endings to appropriately reflect the grammatical 'status' of the accompanying noun in gender and number.

The boy walks with the dog. The dog is small, and the boy is happy. The sky is blue, and the birds are singing.

 * boy = le garçon
 * dog = le chien
 * to walk = marcher (a regular, -ER type verb)
 * with = avec
 * is = est
 * small = petit (a regular adjective)
 * and = et
 * happy = heureux (irregular, but but given in mascular, singular form)
 * sky = le ciel
 * blue = bleu (a regular adjective)
 * birds = les oiseaux
 * to sing = chanter (a regular, -ER type verb)

 * You should have come up with something similar to Le garçon marche avec le chien. Le chien est petit, et le garçon est heureux. Le ciel est bleu, et les oiseaux chantent.

Try repeating the exercise several times. Make the boy sing, make the dog blue, and make the birds happy. Or maybe the happy birds are walking? Perhaps the dog and the birds are walking together? Or maybe there's more than one dog. In doing this, you are beginning to make the french language work for you, and you are ready to move on to more complex topics.


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Category:Geochronology

This category is for articles listed under "Geochronology"

title: Category:Geochronology


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Category:Comedy user templates

This category is for user's listed under "Comedy user templates"

title: Category:Comedy user templates


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Category:Apicomplexa

This category is for articles listed under "Apicomplex"

title: Category:Apicomplexa


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Category:WebDesign templates

This category is for articles/user's listed under "WebDesign templates"

title: Category:WebDesign templates


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Category:Portuguese Teacher

This category is for articles/user's listed under "Portuguese Teacher"

title: Category:Portuguese Teacher


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Category:Anomaly contrast

This category is for articles listed under "Anomaly contrast"

title: Category:Anomaly contrast


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Composing free and open online educational resources/2008/Participants/Next start

Info
This section lists interested Wikiversity users who want to participate at the next cycle of Composing free and open online educational resources. Please add your signature (best is to register so you can be contacted on your talk page - also enable email in your Preferences).

Overview

 * kick off meeting
 * see here: plan about the 10 weeks

Interested participants

 * 1) Erkan Yilmaz: possible right now to start
 * 2) Daanschr
 * 3) JWSchmidt
 * 4) NouraRaslan
 * 5) Chrismo
 * 6) Totentanz
 * 7) Watchmefallaway11
 * 8) Vicmiclovich
 * 9) Pranita Gopal (not registered, please activate also your E-mail then)
 * 10) Cosmicdoodle
 * 11) Sueco
 * 12) Anicap
 * 13) alphahec (unfortunately no E-mail activated to be reached)
 * 14) abadiavernaza: right away.
 * 15) Malafaya: right away
 * 16) sgallo: immediately
 * 17) smckown: right away
 * 18) Malisa Richards: right away
 * 19) Strom83
 * 20) Margaret
 * 21) Mary Jane
 * 22) 88.195.192.248 18:30, 30 September 2009 (UTC)
 * 23) NoychoH 15:58, 16 October 2009 (UTC)
 * 24) Wolf-tracker Ready and willing right away
 * 25) Scott Schumacher right away
 * 26) Farmermorpheus: Ready at any point
 * 27) Hakan 16:04, 12 September 2010 (UTC) Ready at any point
 * 28) Charles Jeffrey Danoff
 * 29) might be interesting.--Juan de Vojníkov 23:35, 4 December 2010 (UTC)
 * 30) Eloise1484 18:48, 8 January 2011 (UTC)
 * 31) alink 19:15, 9 January 2011 (UTC)
 * 32) Historybuff 17:28, 15 January 2011 (UTC)
 * 33) Arided 18:37, 22 January 2011 (UTC)
 * 34) Metadawson
 * 35) Martyintaiwan
 * 36) Yugal Kothari
 * 37) harbns
 * 38) Bnalohim
 * 39) Lobro423 16:12, 15 February 2017 (UTC)
 * 40) Sunnyjosephv (willing to start right away)
 * 41) by_aristocracy (let's do it son.)


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Anthropomorphic Robotics Project/Brainstorming/Physical systems

Artificial muscles...

hydraulics...

degrees of freedom...

cameras... microphone...

hidden - aesthetically pleasing...

sleek...quiet...

good human factors...

smooth motion...

not loud...not jerky...

light


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User talk:Dideran

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 21:57, 1 June 2008 (UTC)

 Hello Dideran, 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 or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * 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! Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 21:57, 1 June 2008 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

title: User talk:Dideran


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Talk:Night vision

To do... --Una Smith 22:55, 1 June 2008 (UTC)
 * what do cavers / hunters / naturalists / trackers / police / soldiers know about seeing in the dark?
 * seeing without flashlights
 * seeing with flashlights
 * horses in the dark
 * dogs in the dark

title: Talk:Night vision


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User:Jtneill/PhD

Thesis
My PhD thesis has been written in the field of educational psychology and, more specifically, on the psycho-educational effectiveness of outdoor education programs. It examines changes in life effectiveness self-ratings by ~3000 outdoor education participants, most of whom were involved in Outward Bound Australia programs from 1992 to 2000, and finds, overall moderately positive and lasting impacts on enhancement of life skills, with little notable variation, although longer, challenging programs with motivated adults were approximately twice as effective as shorter, compulsory programs with school-aged students.

The main contributions of the thesis were:
 * Major reviews of theoretical aspects of outdoor education and research about the effects of outdoor education.
 * Further development and testing of the Life Effectiveness Questionnaire.
 * Largest outcome study of outdoor education programs to date.
 * Demonstration of use of effect sizes for analysis of change.

The main limitations of this thesis included that:
 * The sample was heavily reliant on programs conducted by one organisation (Outward Bound Australia) during the 1990s.
 * The study did not measure any antecedent or process-type variables (including individual differences) which may have helped to account for variability in change.
 * The study was quantitative and thus lacked somewhat in qualitative insight into the nature of OE program's personal and social development effects.

Status

 * Submitted for examination to the University of Western Sydney, June, 2008
 * Examiner feedback received, August, 2008
 * Examiner 1 recommended "Accept"
 * Examiner 2 recommended "Minor changes"
 * Submitted final draft with examiner-requested changes - ~18 October, 2008
 * More info (including draft)

title: User:Jtneill/PhD


text: Survey research and design in psychology/Review


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Survey research and design in psychology/Admin/Navigation

This page outlines several ways to explore and navigate the content of this unit - see below.

Wikiversity start page
Use the Wikiversity home page for the unit: Survey research and design in psychology.

UCLearn
If you are an enrolled University of Canberra student, the content can also be navigated by the unit's site.

Nav bar
This navigation bar provides links to key topics.

Topics
List of key topics:

Categories
Content is categorised as follows - click to expand and see sub-categories:

All pages
This is a list of all subpages by category and sub-category:


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Survey research and design in psychology/Topics

 * 1) Overview
 * 2) Survey research
 * 3) Survey design
 * 4) Descriptive statistics
 * 5) Graphing
 * 6) Data
 * 7) Data screening
 * 8) Missing data
 * 9) Correlation
 * 10) Exploratory factor analysis
 * 11) Psychometric instrument development
 * 12) Multiple linear regression
 * 13) Statistical power
 * 14) Effect size
 * 15) Confidence intervals
 * 16) Meta-analysis
 * 17) Publication bias
 * 18) Academic integrity
 * 19) Review
 * 20) Qualitative analysis (for graduates)


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User:MPerel

I have a more developed user page at Wikipedia.

title: User:MPerel


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Architecture

Architecture is the art and science of designing buildings, urban spaces, interior design and all open or closed spaces.

Architecture is both the process and product of planning, designing and constructing space that reflects functional, social, and aesthetic considerations. It requires the manipulation and coordination of material, technology, light, and shadow. Architecture also encompasses the pragmatic aspects of realizing designed spaces, such as project planning,structural design, cost estimating and construction administration. A wider definition may comprise all design activity from the macro-level (urban design, landscape architecture) to the micro-level (construction details and furniture). In fact, architecture today may refer to the activity of designing any kind of system and is often used in the IT world.

Architectural works are often perceived as cultural and political symbols and as works of art. Historical civilizations are often identified with their surviving architectural achievements.

In other words, architecture is a profession basically aimed at harmonizing human, environment and nature. Globally, architecture is a central component of development, in terms of the built environment.

Discussion questions and essay ideas

 * Can buildings look beautiful and also generate energy and power?

External

 * Buildings as power stations work: They generate more energy than they consume, data shows

title: Architecture


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Survey research and design in psychology/Lectures

Resource pages
The lecture resource pages linked above provide the following for each lecture:
 * 1) Overview
 * 2) Slides:
 * 3) Google Slides
 * 4) Handouts: Black and white; 3 and 6 slides to a page (pdf)
 * 5) Readings: Howitt & Cramer (2014), eReserve and online.
 * 6) Recordings
 * 7) Related links


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Survey research and design in psychology/Tutorials

About tutorials

 * 1) There are 4 x 2 hour tutorials - check your timetable, to see which tutorial you are enrolled in.
 * 2) If you can't make your scheduled tutorial time, then try coming to another time, but there is no guarantee of a seat/computer.
 * 3) During tutorials, you can use either a UC desktop computer in the lab or bring your own laptop with SPSS installed and an internet connection (e.g., through UC wifi).
 * 4) Come along to drop-in tutorials and/or lab report workshop if you want extra help. You can also come along to a repeat tutorial.
 * 5) If you miss any tutorial exercises, then view the screencasts or virtual tutorial recording and attempt the exercises on your own.


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Survey research and design in psychology/Readings/Textbooks

Overview
This unit is textbook agnostic. Three types of textbooks are recommended - emerging scholars should ensure access to at least one of each of the following:
 * Applied statistics textbook
 * SPSS how-to guide
 * APA style guide

Recommended textbooks can be purchased from the University of Canberra Co-op bookshop. They are also available in the University of Canberra library. Additional/alternative texts can also be useful (see suggestions below).

Applied statistics textbook
Applied statistics textbooks provide theoretical and explanatory background reading for concepts emphasised in lectures, tutorials, and the assessment activities. The recommended textbook is (earlier editions are fine):

Any alternative text that covers the key topics (correlation, factor analysis, and multiple linear regression) at an advanced undergraduate level in the context of social sciences can also be used. For more info, see online statistics textbooks.

SPSS how-to guide
SPSS how-to guides assist participants to learn how to use SPSS to conduct data analyses for the lab report and tutorial exercises. The recommended guide is (earlier editions are fine):

Alternative texts that covers the key topics (correlation, factor analysis, and multiple linear regression) in SPSS can also be used. Recommended alternatives include:

APA style guide
APA style guides assist with the preparation of lab reports. The recommended text is:

American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association. ISBN 1433805596. ISBN13 9781433805592. UC library: BF76.7.P83 2010 | Co-op.

Alternative texts explain how to write psychology lab reports in APA style. For example:
 * 1) Burton, L. J. (2009). An interactive approach to writing essays and research reports in psychology (3rd ed.). Milton, Qld, Australia: John Wiley & Sons. BF76.7.B87 2010


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Survey research and design in psychology/Assessment/Lab report

Overview
===Data download, screening, & recoding===
 * 1) Data download:
 * 2) Data screening
 * 3) Data recoding

Independent writing and plagiarism
It is necessary to demonstrate independent thinking and writing in order to satisfy the lab report learning outcomes. In other words, avoid plagiarising from these samples or other guides. Some sample write-ups are provided to give ideas. Also seek out other examples (e.g., see the readings). Then write up your results in your own words.

If you are in some doubt about whether you've demonstrated sufficiently independent writing, then upload the assignment to get a text-matching analysis via Urkund. Text-matching for this assignment between about 10% and 30% is reasonably common and probably indicates no particular cause for concern. However, it is recommended that drafts with text-matching scores above approximately 30% should be reviewed and rewritten in order to more effectively demonstrate independent understanding and writing.


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Survey research and design in psychology/Readings

Readings are recommended but optional. The amount of reading is ultimately up to each emerging scholar. It is not intended or necessary that you read every single reading word for word. Some may prefer to read one or two readings per topic in-depth, others may prefer a lighter reading of a wider range of sources. Do what works for you - the goal should be to satisfy your desired level of understanding and to acquire sufficient knowledge to succeed at the assessment tasks.

There are recommended readings for each lecture. In addition, the lecture readings are listed in the unit outline. Readings may include textbook chapters, other chapters and articles available via the UCLearn site, and openly available online material. The textbook readings are strongly recommended. You could use any textbook that covers the relevant topics, but suggested chapters from Howitt and Cramer (2014) are listed mainly because that is the textbook that students are most likely to already have access to because it is used in the co/prerequisite 2nd year unit Experimental Psychology.

For more information, see readings.


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User:R.d.garrett

Hi!

I've had the first semester of C++ at Santa Rosa Junior College Tech College in Petaluma but I have not been able to follow up for various serious personal reasons. Now I'm trapped in poverty with disabilities trying to get back to college to get the BSCS degree minimum for regular employment at age 48.

Though there is of course, and I will be doing, self-employment and free agent work. I just found out a bunch of resources including a surprising mini version of MS Visual C++ so I can write my first windows application. I don't have money for the formal books so I have to rely on a X windows book from 1994 that I wish I had back then!!!

Anyway, I'm a "Jack of All Trades" and of course nearly not an expert in any though close to that in programming and database systems.

So I'll be good for something in providing help for others!

I'd love to see what this Wikiversity turns into in regards to usefulness in my needs to get my life back on track.

And with my C++ being 6 years or so out of date I'll have to review and practice to get back up to speed just for 1st semester level.

title: User:R.d.garrett


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User talk:R.d.garrett

 Hello R.d.garrett, 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 or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * 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! Jtneill - Talk 04:42, 2 June 2008 (UTC)

title: User talk:R.d.garrett


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Inferential statistics decision-making tree

Inferential statistical decision-making tree diagrams provide visual flow-chart style overviews of when to apply various types of non-parametric and parametric statistics, based on the:
 * 1) purpose of the analysis - i.e., what is the question?,
 * 2) number of IVs and DVs involved, and
 * 3) levels of measurement for the IVs and DVs.

Examples
Download these recommended examples as one file:
 * Inferential statistical decision making trees - or separately:
 * 1) Statistical decision tree - Version 1 (Corston & Colman, 2000, reproduced in Emtage & Duthy, 2000, p. 8)
 * 2) Statistical decision tree - Version 2 (Neill, 2008, based on Howell, 2008)


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User talk:Ω

I mostly edit at Wikiquote : User talk:Ω at WQ

 Hello Ω, 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 or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * 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! Jtneill - Talk 10:41, 2 June 2008 (UTC)

title: User talk:Ω


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User:Ω

For Want of a Nail

For want of a nail the shoe was lost. For want of a shoe the horse was lost. For want of a horse the rider was lost. For want of a rider the battle was lost. For want of a battle the kingdom was lost.

And all for the want of a horseshoe nail.

title: User:Ω


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Learning the basics of French/Learn the tenses

French Tenses - The Basics
In English, an infinitive is given with to in the front of it. To talk in English is an infinitive. In French, however, all infinitives are a single word. To talk in French is parler. Before reading, make yourself aware that there are three types of "regular" verbs in French. That is, these verbs follow a common pattern when conjugated. For these verbs, all you need to know is the infinitive and you can conjugate them for every tense. These verbs are the -er, -ir, and -re verbs. Meaning they all share the common -er, -ir, or -re ending. Just because a verb ends in one of these endings doesn't necessarily make it regular, it could still be irregular. Irregular verbs follow no real common pattern and must each be learned. In most cases, the form of an irregular verb is different from the common patterns that regular verbs follow in every tense.

In this chapter, we describe most of the conjugation tenses within French; in addition to past, present, and future, French has a series of conjugations depending on the usage of the verb. This resource is placed in three segments for present, past and future; the most important conjugations are located at the beginning of each major tense. There is no need to memorize the entire system, but you should take a look at the most common ones in each category; the more complex tenses can be learned or referred to later as necessary.

Indicative mood

 * See Indicative tense for conjugation.

The indicative mood for verbs is used to indicate that an action is taking place.

There are three tenses normally found here: The present, the past (also known as perfect), and the future.

Present Tense
This is the tense we talk in most often. This is what is happening now as we speak. In French they have one translation for three English phrases. In English, one could say "they were running" in three ways. I run. I do run. or I am running are all translated into French as je cours (this is the French verb to run and it is an irregular verb.)

Present imperative - l'impératif
The present imperative is a command given from the speaker. There are only three conjugations for tu, nous and vous, and their usage does not include the pronoun.

As with present, you remove replace ending. The second person singular conjugation for verbs ending in -er is -e, and all other regular verbs are conjugated normally according to present.

Present Participle - le participe présent
The present participle is used to indicate the manner at which another verb was completed.

This conjugation is formed from the present tense conjugation of nous, and replacing the -ons ending with -ant. There are three exceptions: être becomes étant, avoir becomes ayant, and savoir becomes sachant.

Conditional Present - le conditionnel présent
The conditional present is used for hypothetical situations.

It is formed by appending the endings for L'imparfait to the infinitve. As with futur simple, the spelling of some verbs may change.

Subjunctive Present - le subjonctif présent
The subjunctive present is used to indicate feelings or beliefs or doubts rather than facts. It is normally used in specific dependent clauses.

This conjugation is formed from the third person plural, by removing -ent, and adding the endings below:

This conjugation tends to be difficult to understand for English speakers, since it doesn't have common usage in English.

Imperfect past - l'imparfait
The imperfect past tense is a one-word past tense that indicates past action that is ongoing (for example, something that is continuous or habitual). It uses the stem from the present tense of the nous conjugation (with the exception of être, which has the stem ét), and uses the endings in the table below:

Immediate Past - le passé immédiat
The immediate past conjugation relates to an action that was performed recently in the past. Unlike passé composé, this tense indicates that the subject had just finished the activity, or is "coming from" said activity.

It is formed by conjugating the irregular verb venir (to come) in present tense, and adding the preposition de (from) followed by the infinitif.

The English translation can be interpreted as "I have just ".

Past perfect - le plus-que-parfait
The Plus-que-parfait or past perfect tense is used to describe an event in the past, when in relation to a second event that is also in the past.

It is a compound conjugation, using either the verb avoir or être conjugated in its imperfect tense. For example:

Conditional past - le conditionnel passé
This tense indicates an action which would have taken place in the past if a condition is met.

This compound conjugation is formed by taking the present conditional of the auxillary verb (either avoir or être) and the past participle of the verb.

Future perfect - le futur antérieur
This tense indicates an action which was completed in the past in comparison of another future event.

This compound conjugation is formed from the future tense of the auxillary (avoir or être) and the past participle of the verb.


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Survey research and design in psychology/Assessment

Assessment


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Category:Projects needing co-learners

Add resources to this category using  .

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User talk:BruceKinnaird

Thank you for experimenting with Wikiversity. Your test was recorded, and it has been reverted or removed. Please use the sandbox for further testing. You may wish to learn more about what Wikiversity is to help you contribute. Consider registering if you are keen on our project. Jtneill - Talk 12:04, 2 June 2008 (UTC)

Blocked for 1 week
Hi, I am letting you know that I've blocked this account from contributing for one week. Please make constructive edits if you wish to continue after this. -- Jtneill - Talk 12:08, 2 June 2008 (UTC)

title: User talk:BruceKinnaird


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Wikiversity:Wikiversity Day

Wikiversity Day is the 15th of August.

The purpose of this page is for a short "state-of-the-wiki" summary for future Wikiversitarians to look back on.

Wikiversity Day 2011
See here.

Wikiversity Day 2010
See here.

Wikiversity Day 2009
See here.

Wikiversity Day 2008
On 15th August 2008, Wikiversity had 8500 content pages - the page count shows linear development, not exponential. The number of active contributors during the past year remained about the same as that for the previous year. Edits per month were slightly higher at about 6000. It is predicted that Wikiversity will pass the 10000 page mark sometime in December 2008 or January 2009.

 * A collection of thoughts, blogs and essays by Wikiversitarians, marking Wikiversity's 2nd birthday.

Wikiversity Day 2007
There is no record of any celebration from this time. However it is estimated that on August 15th, 2007, there were approximately 4455 articles. Wikiversity was receiving about 5000 edits per month at this time. The database contained about 2.8 million words.

See also: 5-month report by Cormaggio (15th January 2007)

Wikiversity Day 2006
Wikiversity was officially launched as an independent site on 15th August, 2006, shortly before 7 in the morning (UTC). Wikiversity had existed as a project within Wikibooks for almost two years prior to this (starting in September 2004).

At its launch, some existing content was moved from Wikibooks. Wikiversity had approximately 370 articles on its foundation date and about 63 contributors who had edited at least 10 times.

See also:
 * Report from the English language Wikiversity (betawikiversity, 3rd September 2006)
 * Wikiversity Reports (audio + video)

Statistics

 * If your experiment needs statistics, you ought to have done a better experiment. - Ernest Rutherford

The main problems with Wikiversity statistics are their definitions (rarely published), their frequency of publication (sporadic) and their reliability (depends how many servers decided to cooperate at that moment). Really useful things, like "how many people actually use Wikiversity every day", are extraordinarily difficult to come by.

 * http://stats.wikimedia.org/wikiversity/EN/Sitemap.htm - only updated every few months or so.

Definitions
There has been a small amount of discussion about the date of Wikiversity Day.

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User talk:Retro eevee

こんにちは, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity. btw: do you know that there also exists the Japanese Wikiversity? Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 16:28, 2 June 2008 (UTC)

 Hello Retro eevee, 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 or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * 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! Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 16:28, 2 June 2008 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

title: User talk:Retro eevee