text:
User talk:Wolffu

Welcome
Hello Wolffu, 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; for 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;
 * Read and help develop our community policies；or
 * Chat with other wikiversiters on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Mirwin 04:09, 3 October 2007 (UTC)

title: User talk:Wolffu


text:
User talk:Tharunbhascker

Welcome
Hello Tharunbhascker, 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; for 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;
 * Read and help develop our community policies；or
 * Chat with other wikiversiters on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Mirwin 04:41, 3 October 2007 (UTC)

Image:Tharun Bhascker's storyboard.jpg
Please provide licensing information and a source for this media. Thanks. – Mike.lifeguard | @en.wb 22:07, 13 February 2008 (UTC)

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

title: User talk:Tharunbhascker


text:
User talk:Björn Klippstein~enwikiversity

Welcome
Hello Björn Klippstein, 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; for 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;
 * Read and help develop our community policies；or
 * Chat with other wikiversiters on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Mirwin 04:43, 3 October 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Björn Klippstein. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Björn Klippstein~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 23:31, 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) 06:04, 19 April 2015 (UTC)


text:
User talk:Bradfordjamesloos~enwikiversity

Welcome
Hello Bradfordjamesloos, 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; for 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;
 * Read and help develop our community policies；or
 * Chat with other wikiversiters on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Mirwin 04:51, 3 October 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Bradfordjamesloos. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Bradfordjamesloos~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 23:31, 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) 06:04, 19 April 2015 (UTC)


text: Category:BCP/Family/Apocynaceae

title: Category:BCP/Family/Apocynaceae


text:
BCP/Perilla frutescens

Perilla frutescens

title: BCP/Perilla frutescens


text:
BCP/Perilla frutescens/Logs

This page contains recent bloom logs for the plant Perilla frutescens (Perilla).

Recent Logs
=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * --SB_Johnny | talk 09:51, 15 September 2007 (UTC)
 * --SB_Johnny | talk 09:49, 3 October 2007 (UTC)
 * --SB_Johnny talk 09:07, 23 September 2008 (UTC)
 * (no archived logs yet)

title: BCP/Perilla frutescens/Logs


text:
Bloom Clock/Keys/Southeastern Pennsylvania/October/White Flowers/DPL

This page is used to help create a key.

 category=White flowered plants category=BCP/SEPA/10 order=descending ordermethod=lastedit


text:
Bloom Clock/Keys/Southeastern Pennsylvania/October/Pink Flowers/DPL

This page is used to help create a graphical list.

 category=Pink flowered plants category=BCP/SEPA/10 order=descending ordermethod=lastedit


text:
Bloom Clock/Keys/Southeastern Pennsylvania/October/Red Flowers/DPL

This page is used to help create a graphical list.

 category=Red flowered plants category=BCP/SEPA/10 order=descending ordermethod=lastedit


text:
Bloom Clock/Keys/Southeastern Pennsylvania/October/Orange Flowers/DPL

This page is used to help create a graphical list.

 category=Orange flowered plants category=BCP/SEPA/10 order=descending ordermethod=lastedit


text:
Bloom Clock/Keys/Southeastern Pennsylvania/October/Yellow Flowers/DPL

This page is used to help create a Key.

 category=Yellow flowered plants category=BCP/SEPA/10 order=descending ordermethod=lastedit


text:
Bloom Clock/Keys/Southeastern Pennsylvania/October/Yellow Flowers

The plants pictured below have been recorded as blooming during the month of October in Southeastern Pennsylvania.

(updated 14:11, 11 October 2007 (UTC) with 20 plants)


text:
Bloom Clock/Keys/Southeastern Pennsylvania/October/Green Flowers/DPL

This page is used to help create a graphical list.

 category=Green flowered plants category=BCP/SEPA/10 order=descending ordermethod=lastedit


text:
Bloom Clock/Keys/Southeastern Pennsylvania/October/Blue Flowers/DPL

This page is used to help create a graphical list.

 category=Blue flowered plants category=BCP/SEPA/10 order=descending ordermethod=lastedit


text:
Bloom Clock/Keys/Southeastern Pennsylvania/October/Purple Flowers/DPL

This page is used to help create a graphical list.

 category=Purple flowered plants category=BCP/SEPA/10 order=descending ordermethod=lastedit


text:
Bloom Clock/Keys/Southeastern Pennsylvania/October/White Flowers

The plants pictured below have been recorded as blooming during the month of October in Southeastern Pennsylvania.

(List updated 11:39, 11 October 2007 (UTC) with 38 plants)


text:
Bloom Clock/Keys/Southeastern Pennsylvania/October/Pink Flowers

The plants pictured below have been recorded as blooming during the month of October in Southeastern Pennsylvania.

(Updated 11:52, 11 October 2007 (UTC) with 17 plants)


text:
Bloom Clock/Keys/Southeastern Pennsylvania/October/Red Flowers

The plants pictured below have been recorded as blooming during the month of October in Southeastern Pennsylvania.

(updated 12:06, 11 October 2007 (UTC) with 8 plants)


text:
Bloom Clock/Keys/Southeastern Pennsylvania/October/Orange Flowers

The plants pictured below have been recorded as blooming during the month of October in Southeastern Pennsylvania.

(updated 12:09, 11 October 2007 (UTC) with 8 plants)


text:
Bloom Clock/Keys/Southeastern Pennsylvania/October/Green Flowers

The plants pictured below have been recorded as blooming during the month of October in Southeastern Pennsylvania.


text:
Bloom Clock/Keys/Southeastern Pennsylvania/October/Blue Flowers

The plants pictured below have been recorded as blooming during the month of October in Southeastern Pennsylvania.

(updated 12:23, 11 October 2007 (UTC) with 4 plants)


text:
Bloom Clock/Keys/Southeastern Pennsylvania/October/Purple Flowers

The plants pictured below have been recorded as blooming during the month of October in Southeastern Pennsylvania.

(updated 12:45, 11 October 2007 (UTC) with 19 plants)


text:
BCP/Pentas lanceolata

Pentas lanceolata

title: BCP/Pentas lanceolata


text:
BCP/Pentas lanceolata/Logs

This page contains recent bloom logs for the plant Pentas lanceolata (Pentas).

Recent Logs

 * --SB_Johnny | talk 12:25, 3 October 2007 (UTC)

Archived Logs
(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).

 * (no archived logs yet)

title: BCP/Pentas lanceolata/Logs


text:
Bloom Clock/Keys/Southeastern Pennsylvania/October/Maintenance

This page is used to track missing identification data for plants blooming in October in Southeastern Pennsylvania.

Leaf Arrangement
DynamicPageList tracking using:  category=BCP/SEPA/10 notcategory=BCP/Opposite leaves notcategory=BCP/Alternate leaves notcategory=BCP/Whorled leaves notcategory=BCP/Basal leaves only order=descending ordermethod=lastedit

The pages below do not have leaf arrangement defined:

 category=BCP/SEPA/10 notcategory=BCP/Opposite leaves notcategory=BCP/Alternate leaves notcategory=BCP/Whorled leaves notcategory=BCP/Basal leaves only order=descending ordermethod=lastedit

Leaf Complexity
DynamicPageList tracking using:  category=BCP/SEPA/10 notcategory=BCP/Simple leaves notcategory=BCP/Pinnately compound leaves notcategory=BCP/Palmately compound leaves notcategory=BCP/Trifoliate leaves order=descending ordermethod=lastedit

The pages below do not have leaf complexity defined.

 category=BCP/SEPA/10 notcategory=BCP/Simple leaves notcategory=BCP/Pinnately compound leaves notcategory=BCP/Palmately compound leaves notcategory=BCP/Trifoliate leaves order=descending ordermethod=lastedit

Using substituted templates
 category=BCP/SEPA/10 notcategory=Bloom Clock Project Plants order=descending ordermethod=lastedit

 category=BCP/SEPA/10 notcategory=Bloom Clock Project Plants order=descending ordermethod=lastedit


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Category:BCP/Family/Crassulaceae

For plants in Crassulaceae

title: Category:BCP/Family/Crassulaceae


text:
Bloom Clock/Descriptions

These are ways of describing plants for the dichotomous keys.

Flowers

 * Color
 * Inflorescence
 * Perianth and calyx number
 * Open/bell-shaped/tubular/etc.
 * Anthers

Fruit

 * fleshy
 * dry
 * pappused
 * capsular

Type

 * Herbaceous
 * Tree
 * Shrub
 * Vine
 * Floating Aquatic

Foliage

 * Complexity
 * simple: bcp/simple leaves
 * pinnately compound: bcp/pinnately compound leaves
 * palmately compound: bcp/palmately compound leaves
 * trifoliate: bcp/trifoliate leaves
 * Arrangement
 * opposite: bcp/opposite leaves
 * alternate: bcp/alternate leaves
 * whorled: bcp/whorled leaves
 * basal leaves only: bcp/basal leaves only
 * glabrous/glaucus/pubescent
 * shape
 * margin
 * petiole
 * sessile
 * petiolate

Stem

 * glabrous/glaucus/pubescent
 * glands/lenticels
 * cross section
 * with/without leaves
 * straight/zig-zag/contorted/etc.

Bark

 * furrowed
 * platy
 * smooth
 * exfoliating
 * color

title: Bloom Clock/Descriptions


text:
Bloom Clock/Keys/Southeastern Pennsylvania/October/White Flowers/Herbaceous/Simple Leaves

The plants pictured below have been recorded as blooming during the month of October in Southeastern Pennsylvania. These are all herbaceous plants with white flowers and simple leaves.

(last updated 12:49, 11 October 2007 (UTC) with 29 plants)


text:
Bloom Clock/Keys/Southeastern Pennsylvania/October/White Flowers/Herbaceous/Simple Leaves/DPL

This page is used to help create a graphical key.

 category=BCP/SEPA/10 category=Flowering herb logs category=White flowered plants category=BCP/Simple leaves order=descending ordermethod=lastedit


text:
Talk:Spanish: An Introduction/Hola

hola como estas 209.7.119.170 14:06, 3 October 2007

title: Talk:Spanish: An Introduction/Hola


text:
Military science

This site provides resources and content for the domain, Military Science University at http://milsciu.org

Disclaimer: Recommendations for prospective recruits are drawn from official Department of Defense materials, with specific references to the relevant publications. For students interested in the United States Army, the governing policy agency that provides continuity for these training guidelines, the agency you can confirm this content through is the United States Army Training and Doctrine Command (TRADOC) at https://www.tradoc.army.mil/.

Welcome to Military Science University. Military Science is the study of military doctrine for the Army, Navy, Marine Corps, Air Force, and Space Force, including strategy, tactics, tradition, policies, history and training.

-

18:11, 17 JUL 2024 (UTC) Sometimes during the stay at home orders and the school closures during the pandemic, there were gaps in the curriculum provided by distance learning to those students. In response, and even as normal school conditions get underway again, prospective recruits for the armed forces can augment their traditional learning content through a number of US Government department/ agency online training academies. Why is this important for prospective recruits or young people planning to enter into a career in the public sector? Experts say that obtaining a broad base of knowledge, including becoming familiar with information outside your specific area of study plays a beneficial role in recognizing and formulating unique solutions and then implementing them, even in a new area that you have no prior experience in! You can both increase your knowledge, and meet the armed forces goal of becoming a life-long learner by enrolling in some of the best online training schools offered by the Department of Defense (DOD) and the Department of Homeland Security (DHS). The program resources at these department/ agency schools are tuition free and provide their students with highly practical and valuable training opportunities. This is your chance to supplement - even improve on your pre-enlistment education - so don't delay - get enrolled in any of these top rated DOD and DHS training sites today.

The Center for Development of Security Excellence

The Center for Development of Security Excellence (CDSE) is a nationally accredited, award-winning training academy operated by the Defense Counterintelligence and Security Agency (DCSA). CDSE provides security education, training, certifications and services to a broad audience supporting the protection of National Security and professionalization of the DOD security environment. This is where you will learn to spot the signs of possible insider threats, particularly in companies that serve the industrial and technological base for the Department of Defense. Get started at your own pace with their online courses or instructional videos by visiting the CDSE online training portal at https://www.cdse.edu Some current CDSE courses (including a few that I've taken) are Insider Threat Awareness, Cyber-Security Awareness for DOD Personnel and Contractors, Counterintelligence Concerns for National Security, Thwarting Enemy Countermeasures, OPSEC for Military Personnel and Civilian Employees, Counterintelligence Awareness and Security Briefings, Counterintelligence Foreign Travel Measures, Methods for Marking and Handling Classified Materials, The Relationship Between Counterintelligence Awareness and Security, and more.

The Emergency Management Institute

The Emergency Management Institute (EMI) supports the Department of Homeland Security (DHS) and Federal Emergency Management Agency (FEMA) goals by improving the competencies of personnel at all levels of government and to approved members of the general public (like a prospective armed forces recruit) to prepare for, protect against, respond to, recover from, and mitigate the potential effects of all types of disasters and emergencies that affect the American public. The Emergency Management Institute offers self-paced online courses designed for people who have emergency management responsibilities and are also offered to the general public. All online courses are offered free-of-charge to those who qualify for enrollment. To get started and for the complete listing of courses available, visit the EMI Independent Study website at https://training.fema.gov/is/crslist.aspx The courses are detailed and thorough and the exams are fairly challenging. As of this posting I have one course in progress and have completed around ten others. EMI courses include Military Resources Role in Emergency Management, Public Information Officer Training, Decision Making and Problem Solving, Protecting Infrastructure from Insider Threats, Facility Security Level Rating Process, Continuity of Operations During Pandemics, Active Shooter Response Techniques, Special Events Contingency Planning and more.

Bio-Threat Preparedness Training for Sentinel Laboratories Series

Each of these intermediate-level, interactive and tuition free courses reviews a component of the Laboratory Response Network (LRN) protocols for bio-terrorism agent identification. As part of the Centers for Disease Control and Prevention (CDC) Laboratory Series, these courses include case studies, real-life laboratory scenarios and additional links to resource information. The course materials can also be used as part of a laboratory’s competency assessment program for terrorism preparedness. Preview the course summaries and access the course links for potential bioterrorism agents at https://www.cdc.gov/labtraining/training-courses/biothreat-preparedness-sentinel/index.html After attending this series you will gain a better understanding of potential bioterrorism agents and the steps we can take to mitigate their impacts. With an increased awareness of these pathogens and the methods for delivering them, a laboratory technician or first-responder has a better chance of possibly preventing an outbreak or at least limiting it's full destructive potential. I took the classes for all five of the bio agents to complete this special CDC series which is recommended for laboratory personnel who perform pathogen identification testing, members of the public who want to be more vigilant against these attack methods and for hospital staff too, especially emergency room attendants who will often be the first health care professionals to encounter infected patients who are presenting with strange or elusive symptoms caused by exposure to Yersenia Pestis (bubonic plague), Brucella spp species, Burkholderia spp species, Francisella Tularensis, or Bacillus antracis (anthrax).

Defense Information Systems Agency - Cybersecurity Training and Certifications

The Defense Information Systems Agency (DISA) provides a thorough series of classes to train users on how to avoid a range of online cybersecurity threats. The Cyber Awareness Challenge has been recently updated and you can access this class at https://public.cyber.mil/training/cyber-awareness-challenge/ The course provides an overview of cybersecurity threats and best practices to keep information systems secure. Every year, DOD network users must complete the Cyber Awareness Challenge to stay up-to-date on new cybersecurity threats. Though this course is required for DOD network users, the content is available to students outside the DOD who also want the benefit of attending the four other DISA courses listed here (which I did). After you pass a course you can print a certificate of completion, which is a feature available for every course at all of the DOD and DHS online schools listed across the entirety of this site. Next up, the Social Networking and Online Identity course familiarizes users with some of the risks associated with social networking services, especially for military, civilian, or contractor members of the DOD. This course also offers open enrollment and is available at https://public.cyber.mil/training/social-networking/ The next course, Safeguarding Personally Identifiable Information, starts with an overview of Personally Identifiable Information (PII) and Protected Health Information (PHI) and emphasizes the significance of each. This class is available at https://public.cyber.mil/training/identifying-and-safeguarding-personally-identifiable-information-pii/ In the course on Mobile Devices, users will learn about significant security issues and vulnerabilities associated with mobile devices. After reviewing the vulnerabilities of mobile devices and who is at risk, users are informed on how to protect against data compromise and against malware. The DOD Mobile Devices class is available at https://public.cyber.mil/cyber-training/training-catalog/ Lastly, an interactive training course explains what phishing is and provides examples of the different types of phishing techniques such as deceptive e-mails and impersonated web sites. Guidelines are provided to help users recognize phishing attempts, so that appropriate actions may be taken to avoid these attacks and their consequences. To attend the DISA Phishing Awareness training, visit https://public.cyber.mil/training/phishing-awareness/

Centers for Disease Control and Prevention Laboratory Training

Learn the roles of various personnel in the laboratory informatics enterprise, data relationships, data quality and standards, and the generation and flow of information as a specimen progresses through the pre-analytic, analytic, and post-analytic phases. Using the American Society for Microbiology (ASM) sentinel laboratory protocols, this CDC online resource provides interested students training in detecting potential biothreat agents, from a safe, virtual environment. There are over thirty courses included in this CDC curriculum including Fundamentals of Working Safely in a Biological Safety Cabinet, Fundamentals of Personal Protective Equipment (PPE) in Clinical Laboratories (I attended both those courses), Introduction to Laboratory Informatics, Basic Molecular Biology Modules 1 - 4, Basic Microscopy, Routine Microscopy Procedures, Biochemicals and Gram Positive Organism ID, Biochemicals and Gram Negative Organism ID, Fundamentals of Centrifuge Safety, Core Microbiology Skills, Laboratory Practices for Molecular Genetics Testing, Packing and Shipping Dangerous Goods, Basic Molecular Biology Series and more available at https://www.cdc.gov/labtraining/

Department of Homeland Security - Center for Domestic Preparedness

The Center for Domestic Preparedness (CDP) provides advanced, all-hazards training to emergency responders from state, local, tribal, and territorial governments, as well as the federal government, foreign governments, and private entities, as available. The scope of training includes preparedness, protection, and response in a wide range of disciplines: Emergency Management, Emergency Medical Services, Fire Service, Governmental Administrative, Hazardous Materials, Healthcare, Law Enforcement, Public Health, Public Safety Communications, Public Works, Agriculture, Education, Citizen/Community Volunteer, Information Technology, Security and Safety, Search and Rescue, and Transportation. A few of the courses available to you (including five that I have attended) are Hazardous Materials Awareness Distance Learning, Improvised Explosive Device (IED) Awareness and Security Procedures, Chemical Sector Security Awareness Training, Environmental Health Training in Emergency Response Awareness, Response Considerations During an Outbreak or Pandemic, Personal Protective Equipment Considerations for Infectious Agents, Bomb-Making Materials Awareness Employee Training, Nuclear/Radiological Incident course, Emergency Medical Response Awareness for CBRNE Incidents, and more at https://cdp.dhs.gov/online_course

Cybersecurity and Infrastructure Security Agency Training

The Cybersecurity and Infrastructure Security Agency's (CISA) Infrastructure Security Division (a directorate of DHS) offers a wide array of free training programs. These web-based independent study courses, instructor-led courses, and associated training materials provide qualified students with the knowledge and skills needed to implement critical infrastructure security and resilience activities. The courses are developed and maintained by the Office of Infrastructure Protection in partnership with critical infrastructure owners and operators, Sector-Specific Agencies and other federal and state agencies. CISA is the Nation’s risk advisor, working with partners to defend against today’s threats and collaborating to build a more secure and resilient infrastructure for the future. One way the agency accomplishes this goal is by providing Cybersecurity and Critical Infrastructure Training opportunities with courses like Chemical Sector Training; Commercial Facilities Sector Training; Dams Sector Training; Emergency Services Sector Training; Nuclear Reactors, Materials, and Waste Sector Training and many more are available at the CISA learning portal at https://www.cisa.gov/cisa-training

Centers for Disease Control and Prevention - TRAIN Public Health Courses

CDC TRAIN is a gateway into the TRAIN Learning Network, the most comprehensive catalog of public health training opportunities. TRAIN is a free service for students provided by the Public Health Foundation. CDC TRAIN provides access to more than 1,000 courses developed by the Centers for Disease Control and Prevention educational programs, grantees, and other funded partners. The public health courses offered by authorized CDC TRAIN learning providers (state and private colleges and universities) have been approved and verified by the CDC (I've attended twelve courses and they are very thorough in covering the topics). Some of the courses available to registered CDC TRAIN students include COVID-19 Awareness Training, Introduction to Pandemic Influenza, USDA Food Safety, EPA Potable Water, EPA Wastewater Treatment, EPA Municipal Solid Waste, Hazardous Materials Training, Overview of Disease Outbreak Investigations, Trends in Emerging Zoonotic Diseases, Characteristics of the 4 Biohazard Levels, Introduction to Field-Based Epidemiology, Weapons of Mass Destruction Training for EMTs, and more are available at https://www.train.org/cdctrain/welcome

Nationwide SAR Initiative NSI Online Training Courses

The Nationwide Suspicious Activity Reporting (SAR) Initiative (NSI) is a joint collaborative effort by the Department of Homeland Security, the Federal Bureau of Investigation, and state, local, tribal, and territorial law enforcement partners. This initiative provides law enforcement and security personnel with a valuable tool to help prevent terrorism and other related criminal activity by establishing a national capacity for gathering, documenting, processing, analyzing, and sharing SAR information. To increase the effectiveness of the program, the NSI has developed training programs for frontline officers and hometown security partners regarding documented and verified behaviors and indicators that, when viewed in the context of all known facts and circumstances, may indicate terrorism-related criminal activity. Both the SAR Line Officer Training and each sector-specific SAR Hometown Security Partners Training discuss how to report identified suspicious activity to the proper authorities while maintaining the protection of citizens' privacy, civil rights, and civil liberties. Online training includes Emergency Management, Explosive Precursors Point of Sale, Fire/EMS, Maritime Safety, Private Sector Security Training (I attended that course), Probation/Parole/Corrections, Public Health & Health Care Partners, Public Safety Communications, and SAR Line Officer Training are available with course descriptions at https://www.dhs.gov/nationwide-sar-initiative-nsi/online-sar-training A DHS public awareness video - If You See Something, Say Something - is also provided at the training site.

Cybersecurity and Infrastructure Security Agency - Federal Virtual Training Environment

The Federal Virtual Training Environment (FedVTE) provides free online introductory cybersecurity courses to interested students, and the learning public, by accessing the CISA FedVTE public learning portal at https://fedvte.usalearning.gov/public_fedvte.php where you can choose from a dozen available cybersecurity training topics like reverse engineering, cyber threat risk management, infrastructure protection, DNS attacks and other relevant subjects. I recently attended the course, Don’t Wake Up to a Ransomware Attack, which I recommend as a preview to learning more about the topic. In particular to note from this presentation is a divergent encrypted malicious code attack called NotPetya. (You can also visit https://StopRansomware.gov for DHS focused resources on ransomware, as well as threat alerts, definitions, and bulletins updated at the National Cyber Awareness System (NCAS) from the US Computer Emergency Readiness Team (US-CERT) at https://www.cisa.gov/news-events/cybersecurity-advisories, for example the NotPetya bulletins are listed there). After I finished viewing the ransomware course, like the learning centers I've listed above, the student is offered the option to download a certificate of attendance for the ungraded course in pdf for your records or printing. The second method of access to FedVTE (for timed, graded exams on detailed cybersecurity courses presented by subject matter expert instructors) is through a registered login at https://fedvte.usalearning.gov for federal, state, local, tribal, or territorial government employees, federal contractors, or military veterans. A link is also provided there to the public access audit courses.

CDC ZOHU Webinars with IACET Accredited CEUs

The goal of the ZOHU Call Continuing Education program is to increase participants’ knowledge of zoonotic diseases, their effects on human and animal health, and strategies for preventing and responding to zoonotic disease threats. The ZOHU Calls are one-hour monthly webinars that provide timely education on zoonotic and infectious diseases to medical and health care professionals, students, and the interested public. You can find the most recent, upcoming, and past ZOHU Call webinars at https://www.cdc.gov/onehealth/zohu/index.html The CDC ZOHU educational program is accredited by the International Association for Continuing Education and Training (IACET) and is accredited to issue IACET Continuing Education Units (CEUs). After attending a ZOHU Call, the student can take a knowledge assessment quiz to receive CEUs for that webinar, which is described at https://www.cdc.gov/onehealth/zohu/continuingeducation.html The quiz and the credits are awarded through the CDC TCEO (Training and Continuing Education Online) website at https://tceols.cdc.gov/ After you login there, use the Search Courses to find the specific ZOHU Call that you want to get credit for, select it, complete the survey and pass the quiz and the credit hours will be added to your CDC TCEO transcript. The quiz may be a short one, but the questions are very specific and I found that I need to take the quiz just after viewing a ZOHU Call to receive a passing score. In other reviews on this page, I've advocated for studying systems and processes outside of your usual training because it can help you recognize patterns, similarities, and solutions to unrelated systems that are in your field of study, so check out the CDC ZOHU Calls and see how they can compliment your overall continuing online education.

Cybersecurity and Infrastructure Security Agency - Virtual Learning Portal - Industrial Control Systems Security

The CISA Virtual Learning Portal (VLP) provides no-cost technical training classes on cybersecurity centered on specific training for Industrial Control Systems (ICS). Beginning or registered students can get started at the CISA VLP learning portal as explained at https://us-cert.cisa.gov/ics/training-available-through-cisa overview page. This DHS online-training academy is accredited by the International Association for Continuing Education and Training (IACET) and is accredited to issue IACET Continuing Education Units (CEUs). This accreditation process (which is also offered by other schools reviewed throughout this page) raises the standards for the classes as they are presented to students, and then in turn the students have to demonstrate they really know the subject by means of a reasonably thorough technical exam offered after the material. After completing the course content and passing the exam, the results are recorded in a student transcript, accessible through the student’s CISA VLP learning objectives dashboard. So far I began and completed one course titled 210W-03 Common ICS Components. Out of twenty total questions in that exam, I missed one related to industrial control communication protocols, so I reviewed my notes on ICCP afterwards. To complete this class, I invested about 15 minutes above the estimated 1.5 hours of studying time as recommended at the site for this course material. I have scheduled some more classes like Current Trend (Threat), Current Trend (Vulnerabilities) and Attack Methodologies in IT & ICS because I think those courses tie into the information found at the Industrial Control Systems Cyber Emergency Response Team (ICS-CERT) https://www.cisa.gov/news-events/cybersecurity-advisories Advisories page. For students seeking the next level in their technical cyber training, I highly recommend enrolling in the Industrial Control Systems security courses available at the CISA VLP web portal.

More learning opportunities are on the way - so stay tuned for the next updates on:

> DHS Office for Bombing Prevention (OBP) at https://www.cisa.gov/office-bombing-prevention-obp

> Careers in Army Acquisition, Logistics & Technology at https://asc.army.mil/web/career-development/civilian/

> NCF cyber awareness resources and games for students at https://www.cryptologicfoundation.org/students

> Joint Special Operations University no-cost military e-books and webinars at https://www.jsou.edu/press

More information on military news and current events:

> Defense Visual Information Distribution Service (Chrome browser not supported) at https://www.dvidshub.net

> United States Naval Institute articles, podcasts, videos and news at https://www.usni.org

> Defense Systems Information Analysis Center webinars at https://www.dsiac.org

> Official DOD news and briefings from the Pentagon at https://www.defense.gov

18:11, 17 JUL 2024 (UTC) -

title: Military science


text:
User talk:JhaworthMPD~enwikiversity

Welcome
Hello JhaworthMPD, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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title: User talk:JhaworthMPD~enwikiversity


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Category:Composites

This category contains learning materials and resources related to composites - including manufacturing techniques, mechanics and recent advances.

title: Category:Composites


text:
Category:Metamaterials

The category is for learning resources related to electromagnetic and elastodynamic metamaterials.

title: Category:Metamaterials


text:
Waves in composites and metamaterials/Rainbows

The content of these notes is based on the lectures by Prof. Graeme W. Milton (University of Utah) given in a course on metamaterials in Spring 2007.

Introduction
Rainbows and other atmospheric effects related to rainbows are some of the simplest effects of waves interacting with inhomogeneous media. In this case, the waves are light waves and the medium is an inhomogeneous mixture of air and water droplets.

An example of a rainbow forming from the spray of a waterfall can be seen in the image below.

One can also often see a primary and a secondary rainbow with a dark Alexander's band in between the two. See the image below for an example. Notice that the red colors are on the outside of the primary rainbow but on the inside of the secondary rainbow.

Another interesting phenomenon is that of the supernumerary rainbow. An example can be seen in the image below. In these rainbows we can see alternating bands of green and purple on the inside of the arc. These bands occur because of the wave nature of light.

If a rainbow forms near a water body, multiple rainbows may be observed due to reflection from the water surface. An example can be seen in the image below.

A related phenomenon is the  fogbow which forms in fogs where the size of the water droplets is very small. Fogbows are usually white with alternating bands of dark and light regions in some cases. An example of a fogbow can be seen in the image below.

Interactions between light waves and water droplets also lead to the  glory phenomenon, two examples of which can be seen below. The effect is that of a halo around the shadow of an object such as an aeroplane or a human head.

We can also observe similar phenomena in wet grass. See for example the image of a  Heiligenschein below.

A  dewbow on grass can be seen in the following photo. There's also a glory around the head of the shadow that's not very clearly visible in the image.

Another example is the formation of  coronas around objects. Coronas may be formed due to water droplets, ice, or even dust and pollen particles. A good sample can be seen in the image below.

 Icehalos are formed by the diffraction of light by ice particles. A beautiful example can be seen in the image below.

One can also often see  sundogs at the sides of icehalos where the intensity of the light is high. An image of sundogs adjacent to a halo can be seen below.

More complicated patterns such as  tangent arcs may also be observed around ice halos. A good example are the arcs and rainbows around the ice halo in the image below.

Among other interesting phenomena, there is the  sun pillar phenomenon where a pillar of light appears to extend upward from the ground. See the image below.

Basic Features of a Rainbow
A rainbow is a classic example of wave propagation in inhomogeneous media. In this case the medium is water droplets and air. The basic features of a rainbow are (see Figure 1):

 * 1) The occurrence of a primary and a secondary rainbow. The zenith of the primary rainbow is inclined at an angle of 42° to the line joining the sun and the antisolar point.  The secondary rainbow is inclined at 51° to that line.
 * 2) The sky is darker inside the Alexander's band that separates the primary and the second rainbows.
 * 3) The colors in the primary and the secondary rainbows are in reverse order.

In order to arrive at a theory of rainbows, we start with the following assumptions:

 * 1) The speed of water droplets in the atmosphere is negligible compared to the speed of light. We assume that the droplets are stationary.
 * 2) The droplets are sufficiently far from each other that the effect of multiple scatter can be neglected.
 * 3) It suffices to use geometric optics to explain rainbows.

A quick and easy explanation of the rainbow is that each droplet acts like a prism. This is true to the extent that the refractive index of water depends on the frequency of light and hence its color. However, the prism explanation is unsatisfactory because the surface of a droplet is curved and light gets refracted by a variety of angles. The key to understanding a rainbow is the dark band.

Recall Snell's law for refraction at an interface: $$ {  \cfrac{\sin i}{\sin r} = \cfrac{n_2}{n_1} } $$

where $$i$$ is the angle of incidence, $$r$$ is the angle of refraction, $$n_1$$ is the refractive index of the incident material and $$n_2$$ is the refractive index of the refractive material. For air, $$n_1 \approx 1$$ and for water $$n_2 \approx 1.33$$ (but depends on the frequency of the light). If the incident surface is curved, the light rays will be refracted at different angles and therefore different frequencies of light might overlap (unlike in a prism which has a planar interface).

The curvature of the water droplets causes some light rays to reach the observers whereas other rays are reflected away from the observer. This creates the darker Alexander's band (see Figure 2).

Consider rays of light getting refracted by and reflected inside a spherical water droplet (see Figure 3). The impact distance is defined as the distance between a ray and the equatorial plane of the raindrop (assuming that all rays are horizontal). From the figure we can also see that the rays form a denser cluster at a certain impact distance. The cluster of rays at which this phenomenon occurs is called the  rainbow ray because the intensity of the scattered light appears to be the brightest along this ray. The primary rainbow is formed from rays that undergo one reflection inside the drop. The secondary rainbow is from rays that undergo two reflections.

The scattering angle is defined as the angle between the incident and the transmitted rays. For the primary rainbow, the scattering angle is the angle between the incident rays and the rays transmitted after one internal reflection. For the secondary rainbow, the scattering angle is the angle after two internal reflections. A plot of the scattering angle as a function of the impact parameter is shown in Figure 4. The scattering angle reaches a peak at a value of 180°-42° for the primary rainbow and at an angle of 180°-51° for the secondary rainbow.

In fact, many more than the first two rainbows have been observed in experiments. A distribution of the first twenty rainbows (Walker, 1976) is shown in Figure 5.

Using ray optics (also called Descartes theory), we expect to get a peak in the intensity of scattered light at the rainbow angle. The intensity then drops off exponentially as the scattering angle increases. However, this is not what is observed in nature (because of the wave nature of light).

Descartes Theory of a Rainbow
Figure 6 shows the scattering of a light ray by a raindrop.

Let $$p$$ be the number of times the ray traverses inside the droplet. That means that if $$p$$ = 2 then the ray is reflected once.

From the figure, we can see that the scattering angle $$D$$ is given by

D = 2~(i-r) + (p-1)~(\pi - 2~r) = 2~(i-p~r) + (p-1)~\pi ~. $$

At the critical angle, $$D$$ is stationary, i.e.,

\cfrac{d D}{d b} = 0 \qquad \implies \qquad \cfrac{d D}{d i}~\cfrac{d i}{d b} = 0 ~. $$ Now, $$i$$ is a monotonic function of the impact parameter $$b$$. Therefore,

\cfrac{d i}{d b} \ne 0 \qquad \implies \qquad \cfrac{d D}{d i} = 0 ~. $$ Plugging in the expression for $$D$$, we get

2~\left(1 - p~\cfrac{d r}{d i}\right) = 0 \qquad \implies \qquad \cfrac{d r}{d i} = \cfrac{1}{p} ~. $$ From Snell's law, assuming $$n_1 \approx$$ 1 for air and $$n_2 = n$$ for water, we have

\sin i = n~\sin r \qquad \implies \qquad \cos i = n~\cos r~\cfrac{d r}{d i} = n~\cos r~\cfrac{1}{p} = \cfrac{n}{p}~\cos r~. $$ Squaring the two equations and adding, we have

\begin{align} & \sin^2 i + \cos^2 i = n^2~\sin^2 r + \cfrac{n^2}{p^2}~\cos^2 r \\ \text{or} \qquad & 1  = n^2~\sin^2 r - \cfrac{n^2}{p^2}~\sin^2 r + \cfrac{n^2}{p^2}~\sin^2 r + \cfrac{n^2}{p^2}~\cos^2 r \\ \text{or} \qquad & p^2  = n^2~(p^2 -1)~\sin^2 r + n^2 \\ \text{or} \qquad & \cfrac{p^2 - n^2}{n^2~(p^2 -1)} = \sin^2 r ~. \end{align} $$ Therefore,

\sin r = \cfrac{1}{n}~\sqrt{\cfrac{p^2-n^2}{p^2 - 1}} ~. $$ Similarly, we get

\sin i = \sqrt{\cfrac{p^2-n^2}{p^2 - 1}} ~. $$ Substituting into the expression for the scattering angle, we get

D_{\text{crit}} = 2~\left[\sin^{-1}\left(\sqrt{\cfrac{p^2-n^2}{p^2 - 1}}\right) - p~\sin^{-1}\left(\cfrac{1}{n}~\sqrt{\cfrac{p^2-n^2}{p^2 - 1}}\right) \right] + (p-1)~\pi ~. $$ The critical angle for the primary rainbow is given when $$p$$ = 2. The value is 42.5$$^o$$ below the equatorial plane of the droplet. For the secondary rainbow, the critical angle is 50.1$$^o$$ above the equatorial plane of the droplet.

The Descartes theory explains some of the observed phenomena. However, the size of the droplet is not included in the computation. Neither are supernumerary arcs explained. An improvement over the ray theory of rainbows is the  Airy theory of the rainbow which consider the wave properties of light.

Are raindrops spherical?
We have assumed that raindrops are spherical in the above calculations. But are they really spherical? The answer depends on the size (and therefore the velocity) of the raindrops. The motion of air around the raindrop leads to low pressure regions on the sides and for small raindrops conditions similar to Stokes flow exist. There is also a region of low pressure at the top of the raindrop due to flow separation at higher Reynolds numbers. As a result a raindrop evolves from a spherical shape to a bean-shaped form and finally breaks apart at sizes above 5 mm (see Figure 7).

What about the reflected light from the lower half of the raindrop?
The reflected light does play a small role in the colors seen in a rainbow. However, the effect is small compared to the intensity of light observed at the rainbow angle due to reflection inside a raindrop.

Do fish see bubblebows? (i.e., a rainbow caused by bubbles)
Figure 8 shows the scattering of light in an air bubble inside water. Clearly the light is scattered away from the observer and a region of high intensity is not observed. Therefore fish will not be able to see bubblebows.

Sundogs
Sundogs are bright light sources found (under the right conditions) on both sides of the sun when it is low on the horizon (near sunset or sunrise) at an angle of 22$$^o$$ to the observer. They are caused by light refracted from ice crystals (ice has $$n \approx$$ 1.31) which are flat with hexagonal shape, falling with the flat size nearly horizontal (see Figure 9).

Consider light refracted from a single hexagonal ice crystal as shown in Figure 10.

From the figure, we observe that

A = B = r + r' \qquad \text{and} \qquad D = (i- r) + (i' - r') ~. $$ Therefore, the scattering angle is

D = (i + i') - A ~. $$ To determine where the scattering angle has a point of inflection with respect to the angle of incidence, we take the derivative of $$D$$ with respect to $$i$$ to get

\cfrac{d D}{d i} = 1 + \cfrac{d i'}{d i}~. $$ Now, from Snell's law, with $$n$$ being the refractive index of ice, we have

\sin i = n~\sin r \qquad \text{and} \qquad \sin i' = n~\sin r' ~. $$ Therefore,

\cos i = n~\cos r~\cfrac{d r}{d i} \qquad \text{and} \qquad \cos i'~\cfrac{d i'}{d i} = n~\cos r'~\cfrac{d r'}{d i}     = n~\cos r'~\cfrac{d (A-r)}{d i}      = -n~\cos r'~\cfrac{d r}{d i} $$ or,

\cfrac{d r}{d i} = \cfrac{\sqrt{1 - n^2~\sin^2 r}}{n~\cos r} \qquad \text{and} \qquad \cfrac{d i'}{d i} = -\cfrac{n~\cos r'}{\sqrt{1 - n^2~\sin^2 r'}}~\cfrac{d r}{d i}   =  -\cfrac{\cos r'~\sqrt{1 - n^2~\sin^2 r}} {\cos r~\sqrt{1 - n^2~\sin^2 r'}} ~. $$ Therefore,

\cfrac{d D}{d i} = 0 \qquad \implies \qquad \cfrac{\cos r'~\sqrt{1 - n^2~\sin^2 r}} {\cos r~\sqrt{1 - n^2~\sin^2 r'}} = 1 $$ or,

(1 - \sin^2 r')(1 - n^2~\sin^2 r) = (1 - \sin^2 r)(1 - n^2~\sin^2 r')~. $$ After expanding out and simplifying, we get

\sin^2 r = \sin^2 r' \qquad \implies \qquad r = r' = A/2 = \pi/6 ~. $$ To determine whether this point is a minimum or a maximum, we take the second derivative of $$D$$ with respect to i to get

\cfrac{d^2 D}{d i^2} = \cfrac{d^2 i'}{d i^2} = - \cfrac{d }{d r}\left(     \cfrac{\cos r'~\sqrt{1 - n^2~\sin^2 r}}            {\cos r~\sqrt{1 - n^2~\sin^2 r'}} \right)~\cfrac{d r}{d i} ~. $$ At $$r = r'$$, we can use Maple to show that for all $$n > 1$$, we have

\cfrac{d^2 D}{d i^2} = \cfrac{8~(n^4 - 5~n^2 + 4)}{3~n~(4 - n^2)\sqrt{4 -n^2}} ~. $$ We can show that the above is negative for values of $$n$$ between 0 and less than 2. Hence the deflection $$D$$ is a minimum at $$r = r' = \pi/6$$.

Also,

r = r' \qquad \implies \qquad \sin i' = n~\sin r = \sin i \qquad \implies \qquad i = i' ~. $$ Therefore,

D + A = (i + i') = 2~i \qquad \implies \qquad \sin \cfrac{D+A}{2} = \sin i = n \sin r = n~ \sin \cfrac{A}{2} ~. $$ For ice with a refractive index of 1.31, this gives us an angle of deflection ($$D$$) of around 22$$^o$$.

Remark:
In general the edges of the ice crystals are at all angles, especially at the windy cirrus level, and when the crystals are of the short columnar type, then we see a halo rather than sundogs around the sun (or moon) at 22$$^o$$.


text:
Category:Military

Here you can find pages which belong to the area of military.

title: Category:Military


text:
User talk:Craig.b

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User talk:Maxmill~enwikiversity

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User talk:Rizwan~enwikiversity

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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 Rizwan. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Rizwan~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.

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Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:51, 17 March 2015 (UTC)

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User talk:Zanelenm

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User talk:SKatarey

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User talk:Wixanitron

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User talk:Damsel34

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User talk:Mmboyacioglu

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User talk:Eva Birnadetha

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title: User talk:Eva Birnadetha


text:
User talk:Anoetos

Welcome
Hello Anoetos, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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title: User talk:Anoetos


text:
User talk:Motsa

Welcome
Hello Motsa, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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title: User talk:Motsa


text:
User talk:Ismaeel~enwikiversity

Welcome
Hello Ismaeel, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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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 Ismaeel. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ismaeel~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:38, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:11, 19 April 2015 (UTC)

title: User talk:Ismaeel~enwikiversity


text:
User talk:David88~enwikiversity

Welcome
Hello David88, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Mirwin 19:05, 3 October 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called David88. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name David88~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 23:33, 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) 06:05, 19 April 2015 (UTC)

title: User talk:David88~enwikiversity


text:
User talk:Triparno

Welcome
Hello Triparno, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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title: User talk:Triparno


text:
User talk:SFABITS

Welcome
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title: User talk:SFABITS


text:
User talk:Jamalwolf

Welcome
Hello Jamalwolf, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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title: User talk:Jamalwolf


text:
Talk:The US Civil War/Week 1

Hello,

this seems to be only a copy from Wikipedia's article American Civil War Why don't we make a learning experiment now with this and try to rephrase this in our own words or use Wikipedia's article to generate information or a better learning experience on another level ?

Please also see: What Wikiversity is not

 * "A duplication of other Wikimedia projects. While Wikiversity complements other Wikimedia projects, it will not simply duplicate their content. So, if you want to read about a topic, you may be better off visiting, say, Wikipedia or Wikibooks, but if you want to learn about this topic, you can do so at Wikiversity. Learning materials will be created and used on Wikiversity, but materials on other projects may also be used as learning materials themselves or even places to consolidate this learning, i.e. writing an article, manual etc based on what you've learned. There may be some overlapping, but each project will maintain its own focus."

Also worthwile reading: What is Wikiversity? How to Cite from Wikipedia. Erkan Yilmaz ( my talk page, wiki blog ) 19:06, 3 October 2007 (UTC)

Erkan brings up a good point. I've began re-working this page and several other pages on The US Civil War in order to create a learning experiance and not just a rework of the Wikipedia page. Learning assignments will be created shortly and hopefully by the end of May 2013 these pages will be fixed. I've deleted most of the material in this page because it's just a copy and paste of the Wikipedia article on the Civil War. The page is still under construction KonKweesta (discuss • contribs) 13:53, 29 April 2013 (UTC)

title: Talk:The US Civil War/Week 1


text:
User talk:Sheetalpk

Welcome
Hello Sheetalpk, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Mirwin 19:06, 3 October 2007 (UTC)

title: User talk:Sheetalpk


text:
User talk:Surf Rat

Welcome
Hello Surf Rat, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Mirwin 19:06, 3 October 2007 (UTC)

title: User talk:Surf Rat


text:
User talk:Dexhu

Welcome
Hello Dexhu, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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title: User talk:Dexhu


text:
Talk:The US Civil War/Week 3

Hello,

this seems to be only a copy from Wikipedia's article Battle of Fort Sumter Why don't we make a learning experiment now with this and try to rephrase this in our own words or use Wikipedia's article to generate information or a better learning experience on another level ?

Please also see: What Wikiversity is not

 * "A duplication of other Wikimedia projects. While Wikiversity complements other Wikimedia projects, it will not simply duplicate their content. So, if you want to read about a topic, you may be better off visiting, say, Wikipedia or Wikibooks, but if you want to learn about this topic, you can do so at Wikiversity. Learning materials will be created and used on Wikiversity, but materials on other projects may also be used as learning materials themselves or even places to consolidate this learning, i.e. writing an article, manual etc based on what you've learned. There may be some overlapping, but each project will maintain its own focus."

Also worthwile reading: What is Wikiversity? How to Cite from Wikipedia. Erkan Yilmaz ( my talk page, wiki blog ) 19:19, 3 October 2007 (UTC)
 * I replaced the page with a link to the WP article, which is a handy way to address this kind of problem. --Abd 19:11, 16 October 2011 (UTC)

title: Talk:The US Civil War/Week 3


text: File:Barsh Figure 1a.png

title: File:Barsh Figure 1a.png


text: File:Barsh Figure 1b.png

title: File:Barsh Figure 1b.png


text:
Human skin pigmentation

Welcome to the Wikiversity learning project for human skin pigmentation. Participants explore melanin, melanosomes, melanocytes, MSH and its receptors and the control of skin pigmentation.

Learning project organization
This learning project is initially organized around suggested reading and discussion. Feel free to add new reading and subsections for questions and discussion.

Melanin biosynthesis

 * Characterization of a Melanosomal Transport System in Murine Melanocytes Mediating Entry of the Melanogenic Substrate Tyrosine
 * A new enzymatic function in the melanogenic pathway. The 5,6-dihydroxyindole-2-carboxylic acid oxidase activity of tyrosinase-related protein-1 (TRP1)
 * Polymerization of 5,6-dihydroxyindole-2-carboxylic acid to melanin by the pmel 17/silver locus protein

Melanosome biogenesis

 * Darkness descends with two Rabs

Tanning

 * Regulation of constitutive and UVR-induced skin pigmentation by melanocortin 1 receptor isoforms

Melanosomes passed to keratinocytes
Laboratory mice provide a useful experimental system for investigation of the cellular mechanisms of mammalian skin pigmentation.
 * Mouse coat color mutations: from fancy mice to functional genomics

Working with mice, the transcription factor Foxn1 and the growth factor FGF2 were found to be involved in the melanocyte-keratinocyte interactions that allow melanosomes to be distributed in the skin. Foxn1 was originally studied because of its importance in the development of the thymus as revealed by Foxn1 mutant nude mice. Foxn1 mutations also cause failure of human hair growth.

 * The quest for the mechanism of melanin transfer
 * Tunneling nanotubes: a new route for the exchange of components between animal cells

title: Human skin pigmentation


text: Category:Psychosynergy

title: Category:Psychosynergy


text:
User:O-shield999~enwikiversity

It's supposedly worth being obvious espeically if you have a reputation for stability.

title: User:O-shield999~enwikiversity


text:
User talk:Susanpm

Late answer
Hello, sorry for the late answer. Can you have a look here please ? I will also try to email Roger, since he probably did not see your comment. Erkan Yilmaz ( my talk page, wiki blog ) 22:19, 3 October 2007 (UTC)

Welcome
Hello Susanpm, 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; for 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;
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 * Read and help develop our community policies；or
 * Chat with other wikiversiters on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 22:19, 3 October 2007 (UTC)

title: User talk:Susanpm


text:
User talk:Zulu Inuoe~enwikiversity

Welcome
Hello Zulu Inuoe, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 22:37, 3 October 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Zulu Inuoe. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Zulu Inuoe~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 23:49, 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) 06:26, 19 April 2015 (UTC)

title: User talk:Zulu Inuoe~enwikiversity


text:
Waves in composites and metamaterials/Airy theory

The content of these notes is based on the lectures by Prof. Graeme W. Milton (University of Utah) given in a course on metamaterials in Spring 2007.

Introduction
The Descartes theory of rainbows cannot explain a number of observed phenomena, one of which is the existence of supernumerary bands of alternating green and purple.

The Airy theory of rainbows attempts to address that issue by considering the wave nature of light. Figure 1 shows a figure of a water droplet with the incident planar wavefront getting converted into a curved wavefront due to the spherical shape of the raindrop. Because the curved wavefront turns back on itself, there is interference between preceding and succeeding wavefronts. The regions of constructive and destructive interference give rise to supernumerary bands.

The outgoing wave front in the figure has been computed at the locus of points on the outgoing rays that are at a constant distance from the incident wave front. Airy determined that the outgoing wave appears to come from a cubic wavefront as shown in the figure.

An image of the interference patterns observed in a rainbow can be seen in Figure 2.

Airy's Theory
In Airy's theory, we start with the cubic wavefront and choose the point of inflection on the cubic wavefront at the origin of coordinates. The wavefront is oriented tangent to the $$x$$-axis as shown in Figure 3.

The equation of the cubic wavefront is (see Humphreys (1964) for details)
 * $$\text{(1)} \qquad

y = \cfrac{h}{3~a^2}~x^3 ~; h = \cfrac{(p^2 -1)^2}{p^2~(n^2-1)}~\sqrt{\cfrac{p^2-n^2}{n^2-1}} $$ where $$a$$ is the drop radius, $$n$$ is the refractive index of water, and $$p$$ is the number of times the ray traverses the raindrop.

Airy made the following approximations:

 * 1) The virtual wavefront $$A'B'$$ can be treated as a cubic.
 * 2) The amplitude along the wavefront is constant.
 * 3) The virtual wavefront is cylindrical.
 * 4) The wave can be treated as a scalar wave.

Note that coherence of natural light is assumed when we think of a planar wavefront with all the rays in phase.

To calculate the emergent radiation at large distances, Airy employed Huygen's principle, i.e., each point on the wavefront is treated as a source of radiation. The change in phase due to the different distances traveled by the waves is then used to compute the intensity of the rainbow. To determine the change in phase we start of with the diagram shown in Figure 4. We wish to know the difference in phase between the waves starting at point $$O$$ and those starting at point $$M$$ when they reach a distant observer at point $$P$$, i.e., we want ($$\varphi_M - \varphi_O$$) at $$P$$. The point $$P$$ is far enough away that the rays $$MP$$ and $$OP$$ may be assumed to be parallel.

From the geometry in Figure 4, we see that $$TP \approx RP$$. Therefore,

\varphi_M - \varphi_O = \cfrac{2~\pi}{\lambda} (OR - MT) $$ where $$\lambda$$ is the wavelength. Now, $$OR = x~\sin\theta$$ and $$MT = y~\cos\theta$$. Therefore,

\varphi_M - \varphi_O = \cfrac{2~\pi}{\lambda} (x~\sin\theta - y~\cos\theta)~. $$ Substituting equation (1) into the above equation and rearranging, we get

\varphi_M = \varphi_O - \cfrac{2~\pi}{\lambda} \left(\cfrac{h~x^3}{3~a^2}~\cos\theta - x~\sin\theta\right) ~. $$ If $$t$$ is the time it takes for the wave starting from $$O$$ to reach point $$P$$, and if $$T$$ is the period of the wave, then the phase of the wave at $$P$$ is

\varphi_O = \cfrac{2~\pi~t}{T} ~. $$ Therefore,

\varphi_M = 2~\pi~\left[\cfrac{t}{T} - \cfrac{1}{\lambda} \left(\cfrac{h~x^3}{3~a^2}~\cos\theta - x~\sin\theta\right)\right] ~. $$ Let us assume that the waveform is a sine wave (we could alternatively use a cosine waveform). Then the amplitude at point $$P$$ due to the wave starting at point $$M$$ is

A_M = K_M~\sin\varphi_M = K_M~\sin\left\{2~\pi~\left[\cfrac{t}{T} - \cfrac{1}{\lambda} \left(\cfrac{h~x^3}{3~a^2}~\cos\theta - x~\sin\theta\right)\right] \right\} ~. $$ Integrating contributions over the wavefront, we find that the amplitude at $$P$$ is

V = \int A_M~ds = \int K_M~\sin\left\{2~\pi~\left[\cfrac{t}{T} - \cfrac{1}{\lambda} \left(\cfrac{h~x^3}{3~a^2}~\cos\theta - x~\sin\theta\right)\right] \right\}~\text{d}s $$ where $$\text{d}s$$ is an differential element along the wavefront. Assuming that $$K = K_M$$ is constant and that $$y \ll x$$ along the effective portion of the front, we can write

V \approx K~\int \sin\left\{2~\pi~\left[\cfrac{t}{T} - \cfrac{1}{\lambda} \left(\cfrac{h~x^3}{3~a^2}~\cos\theta - x~\sin\theta\right)\right] \right\}~\text{d}x ~. $$ Define

\delta(x) := \cfrac{2~\pi}{\lambda} \left(\cfrac{h~x^3}{3~a^2}~\cos\theta - x~\sin\theta\right) ~. $$ Then,

V = K~\int \sin\left(\cfrac{2~\pi~t}{T} - \delta\right)~\text{d}x ~. $$ Using the identity $$\sin (a-b) = \sin a~\cos b - \cos a~\sin b$$, we have

V = K~\int \left(       \sin\cfrac{2~\pi~t}{T}~\cos\delta -         \cos\cfrac{2~\pi~t}{T}~\sin\delta\right)~\text{d}x $$ or,
 * $$\text{(2)} \qquad

V = A~\sin\cfrac{2~\pi~t}{T} - B~\cos\cfrac{2~\pi~t}{T} $$ where

A := K~\int \cos\delta~\text{d}x ~; B := K~\int \sin\delta~\text{d}x ~. $$ Because the wavelength of light is approximately 550 nm and the diameter of a raindrop is approximately 1 mm, the value of $$\cos\delta$$ changes rapidly with $$x$$ beyond a very small distance around $$O$$. So the net contribution from most of the wavefront (except from a small region around $$O$$) is essentially zero.

Hence, only a small error is incurred by extending the limits of integration to $$[-\infty,\infty]$$. Therefore,

A \approx K~\int_{-\infty}^{\infty} \cos\delta~\text{d}x ~; B \approx K~\int_{-\infty}^{\infty} \sin\delta~\text{d}x ~. $$ Recall that the series expansion

\sin\delta = \delta - \cfrac{\delta^3}{3!} + \cfrac{\delta^5}{5!} + \dots ~. $$ Since $$\delta$$ is an odd function of $$x$$, the series expansion of $$\sin\delta$$ involves odd powers of $$x$$. Hence $$\sin\delta$$ is an odd function of $$x$$ and its integral from $$-\infty$$ to $$\infty$$ is zero, i.e., $$B$$ = 0.

To evaluate the integral for $$A$$ we can write

A \approx 2~K~\int_0^{\infty} \cos\delta~\text{d}x $$ or

A \approx 2~K~\int_0^{\infty} \cos\left[ \cfrac{2~\pi}{\lambda} \left(\cfrac{h~x^3}{3~a^2}~\cos\theta - x~\sin\theta\right) \right] ~\text{d}x ~. $$ Apply a change of variables

z = \cfrac{4~x}{\lambda~u}~\sin\theta ~; u = \left(\cfrac{4~h}{3~a^2~\lambda}~x^3~\cos\theta\right)^{1/3} $$ to get

A \approx 2~K~\int_0^{\infty} \left(\cfrac{3~a^2~\lambda}{4~h~\cos\theta}\right)^{1/3}~ \cos\left[\cfrac{\pi}{2}~(u^3 - z~u)\right]~du ~. $$ We can write the above equation as

A \approx M~f(z) $$ where

M := 2~K\left(\cfrac{3~a^2~\lambda}{4~h~\cos\theta}\right)^{1/3} ~; f(z) := \int_0^{\infty}\cos\left[\cfrac{\pi}{2}~(u^3 - z~u)\right]~du ~. $$ The function $$f(z)$$ is called the  Airy function. Hints on how these integrals can be evaluated in terms of Bessel functions can be found in Adams (2002a).

Next, plugging back into equation (2), the amplitude at point $$P$$ is

V = M~f(z)~\sin\cfrac{2~\pi~t}{T}~. $$ Since a cylindrical waveform is assumed, we can compute the intensity at point P using the relation

I = A^2 = M^2~[f(z)]^2 ~. $$

A plot of the intensity versus the scattering angle is shown in Figure 5 Khare74.

The dark band occurs between the primary and the secondary rainbows because of the interference predicted by Airy's theory (see Figure 6). The figure shows the intensity for a single frequency of light. If multiple frequencies are plotted on the same graph, the peaks and troughs for each frequency occur at different locations and with different wavelengths (see for example Humphreys, 1964). However, when the water droplets are very small, the peaks for all the frequencies overlap (as do the troughs) and alternating bands of white and dark are observed. This accounts for the behavior of fogbows. Similar behavior is also observed for particles scattered by atoms.

For light that is polarized in certain directions, Airy's theory does not predict the correct behavior (see Khare, 1974 for examples). This is problematic because light from a rainbow is almost completely polarized. Luckily, for the dominant polarization which constitutes most of natural light, Airy's theory works remarkably well. For the opposite polarization Airy's theory predicts minima where there should be maxima. This has to do with  Brewster's angle.

When an unpolarized wave of light is incident on the interface between two materials with different refractive indices, some of the energy is reflected at the boundary and some is transmitted. However, if the incident wave is polarized such that the electric field is parallel to the plane containing a ray of light and the normal to the interface, an interesting thing occurs. For a certain angle of incidence, no light is reflected from the interface. This angle is called Brewster's angle ($$\theta_B$$) (see Figure 7).

If $$\theta_t$$ is the angle made by the transmitted wave to the normal to the interface, then at the Brewster angle

\theta_B + \theta_t = \cfrac{\pi}{2} ~. $$ By Snell's law

\cfrac{\sin\theta_t}{\sin\theta_B} = \cfrac{n_1}{n_2} ~. $$ Therefore, at Brewster's angle,

\cot\theta_B = \cfrac{n_1}{n_2}~. $$ For an air-water interface with $$n_1 = 1$$ and $$n_2 = 1.33$$, we get a value of $$\theta_B$$ = 53$$^o$$. This angle is very close to the angle that the rainbow ray makes with the normal to the surface of a droplet at the point where it is reflected inside the droplet. Hence only certain polarizations get reflected at this point and other polarizations are transmitted. At angles greater than the Brewster angle, the radiation is 90$$^o$$ out of phase with light reflected at less than the Brewster angle.

Airy's assumption that the amplitude is constant along the cubic wavefront breaks down due to this polarization.