text:
Software Freedom/Computation

The goal of this section is to introduce students to the idea of software and hardware and to the basic concepts and practice of computation and programming.

Explorations and Activities
The following activities or explorations might help students explore and discover key concepts in this section. Each is framed in terms of the key questions it raises.

Large parts of this process can be skipped or augmented if the students already have a programming background through other means.

Exploration: What Are Computers?
An introductory activity or discussion that asks students to define and discuss computers.

Students should be asked to discuss their preconceptions (and misconceptions) of computers as as group. Discussion might be prompted with questions including any of the following:

 * What do computers do? What do they not do?
 * What can computers do? What can't they do?
 * How are computes similar to and different from other types of machines?
 * How are computers similar to or different from calculators?

Ideally, this discussion should lead students to identify computers with information processing. It should lead them to think critically about the role of computers as information storage, processing, and control machines.

Activity: First Steps In Programming
An activity that walks students through the use of a simple programming tool.

Rather than writing yet another Introduction to Programming curriculum, this set of activities will be best served by borrowing from and using another curriculum.

Ideal programming environments and curriculum should be simple, short, an accessible. Many students without programming experience will be best suited by a visual programming tool. The ultimate goal is to introduce students to the concepts and practice of computation and programming and not the concepts of source code, object code, or the mechanics of writing in a particular language. Ideal choices of languages and environments might include any of the following:

 * Squeak
 * Scratch
 * StarLogo

In addition the process of teaching the students the first steps of writing a computer program, students should be asked to present and compare their projects to the class. Discussion on these programs should be encouraged and students should be prompted to connect their work to the practice of programming and computers more generally -- as discussed in the exploration above.

Key Concepts
Students should be able to connect work in this section to their previous explorations of information. Additionally, they should walk away from this section with:

 * The ability to write a simple program in a programming language like Squeak, Scratch or StarLogo.
 * Some introductory skill or familiarity at using the tools and methods of computation and programming.
 * Knowledge and awareness by each student that they have reprogrammed their computer to do something that it could not do before or without their intervention. In other words, knowledge of the computer as a computing machine and their own ability to become the director of that machine.

title: Software Freedom/Computation


text:
User:KC Divine

Name:Madu kelechi Kelvin CEO: KC Divine International Ltd Born: 3rd July, 1987 State: Enugu state

source: wikimedia

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

title: User:KC Divine


text:
Cytogenetics

Cytogenetics is a study of structure, function, behavior and pathology of chromosomes.

Cytogenetics is a branch of genetics that is concerned with how the chromosomes relate to cell behaviour, particularly to their behaviour during mitosis and meiosis.

Theoretical cytogenetics
Def. the "branch of genetics that studies the relationships between the structure and number of chromosomes as seen in isolated cells and variation in genotype and phenotype" is called cytogenetics.

Molecular cytogenetics
Molecular cytogenetics is a useful tool for the diagnosing and treatment of various malignancies such as brain tumors, haematological malignancies, etc.

In Lilium longiflorum, Rad51 and Lim15 (an ortholog of Dmc1) co-localize on meiotic prophase I chromosomes where they form discrete foci.

Rad51 and/or Lim15 proteins are components of early meiotic nodules that are involved in recombination related events.

The stages of meiosis in which the co-localization of the Rad51 and Lim15 proteins occurs are the leptotene and zygotene stages, suggesting that meiotic recombination begins at the leptotene stage with the cooperation of these proteins and continues into zygotene.

These proteins catalyze pairing of homologous chromosomes, DNA strand exchange, and recombinational repair of DNA damages.

Major landmarks in human cytogenetics

 * 1) W.Waldeyer (1888) - Named chromosomes
 * 2) T.Boveri (1914) - Chromosome change could cause cancer
 * 3) Painter (1922) - Humans have 48 chromosomes
 * 4) Blakeslee and Avery (1937) - Colchicine as metaphase arrester
 * 5) T.C. Hsu (1952) - Hypotonic saline solution
 * 6) Tijo and Levan (1956) - Humans have 46 chromosomes
 * 7) J. Lejeune (1959)-Extra chromosome in Down Syndrome
 * 8) P. Nowell (1960) - Phytohemagglutinin (PHA) for lymphocyte culture
 * 9) Moorehead et al (1960) - Blood culture
 * 10) Caspersson et al (1968) - Q band
 * 11) Gall and Pardue (1969) - insitu hybridisation using radioactive probes
 * 12) Sumner et al (1971) - G banding
 * 13) Dutrillaux and Lejeune (1971) - R band
 * 14) P. Perry and S. Wolff (1974) - Sister Chromatid Exchange staining
 * 15) Goodpasture and Bloom (1975) - NOR silver staining
 * 16) Yunis et al (1979) - High resolution G banding
 * 17) P. R. Langer et al (1981) - Biotin Labeled probes in insitu hybridisation
 * 18) Spurbeck et al (1987) - Robotic Harvesting
 * 19) Ludecke (1989) - Microdissection of chromosomes
 * 20) Kallioniemi et al. (1991) - comparative genomic hybridisation (CGH)
 * 21) E. Schrock, Thomas Ried (1996) SKY technique
 * 22) M. Speicher (1996) - Multi color Fluorescence In Sity Hybridisation (M FISH)
 * 23) Chudoba I et al (1999) - Multicolor banding
 * 24) Nietzel A (2001) - centromere specific M FISH.

History of Classical Cytogenetics

 * Walther Flemming published the first illustration of human chromosomes in 1882 and first used the term mitosis (Flemming, 1882). In 1888, Waldeyer introduced the term Chromosome, the Greek words for "colored body" (Waldeyer, 1888) soon after "chromosome theory of inheritance" came to an existence (Sutton, 1903; Boveri, 1902). Sutton combined two disciplines, cytology and genetics when he referred to the study of chromosome as cytogenetics. The ordered arrangement of chromosomes was termed as karyotype by Levitsky (Levitsky, 1924). A significant discovery in the field of cytogenetics was the use of "hypotonic shock" by Hsu and Pomerat to prepare a metaphase spread (Hsu and Pomerat, 1955). Later in the year, Ford and Hamerton used colchicine to accumulate dividing cells in metaphase (Ford and Hmerton, 1956). With all this technical advancement, Tijo and Levan found the human diploid chromosome  number as 46 (Tijo and Levan, 1956) which was confirmed by subsequent studies. The technical advancements had continued with the use of mitogen by Nowell to stimulate peripheral blood lympocyte to divide (Nowell, 1960). Yet with this technical advancements the chromosomal rearrangments were not distinguishable until Caspersson's observation of plant chromosome stained with  fluorescent quinacrine compunds where the chromosomes gave bright and dull patterns (Caspersson et al., 1968). In 1971, Caspersson and co-workers produced and reported a unique banding pattern for each human chromosome pair (Caspersson et al, 1971). The difficulties faced with the use of quinacrine were overcome when Drets and Shaw proposed a new method to produce similar banding pattern using an alkaline and saline pretreatment followed by staining with Giemsa (Drets and Shaw, 1971). With the ability to distinguish the human chromosomes with the specific banding pattern, the chromosomal rearrangments like chromosomal translocations, chromosomal inversions (including paracentric inversions), deletions, duplications, aneuploidies, microdeletions, insertions and mosaicisms had become identifiable.

History of Molecular Cytogenetics

 * The first demonstration of in situ hybridization was carried out by Pardue and Gall in 1969 (Pardue and Gall 1969) using radiolabelled DNA on cytological preparation. Just after the success of their experiment they localized mouse satellite DNA onto mouse metaphase spreads (Pardue and Gall 1970). Over a decade later unique sequences were localized using cloned DNA (Harper and Saunders 1981; Harper et al 1981; Malcolm et al 1981). Due to the hazardous, complicated and slow experimental procedure the use of non-isotope labelling of DNA was sought (Bauman 1980; Bauman et al 1981). The most important development for the non isotope labelling of DNA was development of new method of conjugation of biotin to nucleotides (Langer et al 1981). Later on, biotin was incorporated  in DNA or RNA  enzymatically(Brigati et al 1983). The biotin labelled probes were detected using immunoflourescence (Albertson 1983) and by the use of fluoresceine isothiocyanate (FITC) conjugated avidin (Pinkel et al 1986)  and the FISH technology emerged. Using fluorescence microscopes the hybridization can be visualized. With the use of recombinant nucleic acid technology and the ability to clone and amplify DNA segments in micro organisms has provided the richest source of probes for FISH. The types of probes used are mainly influenced by the nature of the target sequences and by the complexity of the cloned insert. For repeat sequence targest such as alphoid and satellite DNA, plasmid vectors are most commonly used while for the region specific or locus specific targets ranging from 1kb to just over 1 Mb Bacterial Artificial Chromosomes (BACs), P1 derived Artificial chromosomes (PACs),  Yeast Artificial Chromosomes (YACs)  or Cosmids are commonly used. Another breakthrough  was a development of chromosome painting  using flow sorted chromosome libraries (Cremer et al 1988a,b; Lichter et al 1988a,b; Pinkel et al 1988). Apart from flow sorting the whole chromosome painting probes (WCPs) can also be generated using chromosome microdissection (Guan et al 1994).  In a sgnificant development, Nederlof presented simultaneous detection of more than three target sequences using FISH (Nederlof et al., 1990). Using this principle, the separation of all 24 different human chromosomes via multiplex fluorescence in situ hybridization (M-FISH) (Speicher et al., 1996, Eils et al., 1998), spectral karyotyping (SKY) (Schröck et al., 1996), Combined Binary RAtio labeling-FISH (COBRA FISH) (Tanke et al. 1999), color-changing karyotyping (CCK) (Henegariu et al. 1999) and IPM-FISH (Aurich-costa et al., 2001) has been established. However, these methods cannot detect pericentric and paracentric inversions and precisely identify chromosome breakpoints. To overcome the limitations of previously developed FISH techniques, a new high resolution multicolor banding (MCB) method was developed (Chudoba I et al., 1999) and tested on the example of chromosome 5. The major advantage of this technique is the MCB pattern, which can be aligned with the GTG banding (Lemke et al., 2001), is independent of the length of the analyzed chromosomes (Chudoba I et al, 1999) and a resolution higher than of GTG banding can be achieved. The advantages of the MCB technique was made available to all human chromosomes by developing 24 MCB probe sets, a specific one for each human chromosome( Liehr et al. 2001). As pointed out by Weise et al. (2003), MCB can be efficiently used for roughly mapping breakpoints or narrowing critical regions, but precise localization of breakpoints required subsequent BAC mapping. Later, MCB approach was used by Schmidt et al (2005) to narrow down the breakpoints of pericentric inversions.Weise et al. (2008) introduced Parental-origin-determination fluorescence in situ hybridization for distinguishing homologous human chromosomes on a single-cell level.

title: Cytogenetics


text:
School talk:Mathematics

Two different pages were created for "School of mathematics". The original page for the School of mathematics that was developed at Wikibooks was imported to School of Mathematics. The material from that page was pasted into School:Mathematics. --JWSchmidt 01:04, 26 August 2006 (UTC)

Maybe it should be the "School Of Infomatics" because of it's integration with Computer Science

Disorganized Content
All of the content in the School of Mathematics seems to be very disorganized. Articles on the same topic are distributed in many places. Are there any plans for the structure of the content? I am unsure where to contribute lectures. --Pps 16:57, 30 July 2008 (UTC)

 * I agree. I am taking inspiration for my projects from Introduction to Swedish. This is a fine example of project design that could suit the mathematical department well. Donek (talk) - Go raibh mile maith agaibh 19:13, 21 August 2008 (UTC)

 * Second. I think everyone needs to look at this: Topic:Electrical_engineering. It appears to be the most well organized topic page I have found. Anyone willing to tackle that challenge.

 * Wow. School:Electrical_engineering is brilliantly organized. There should be a standard, organized layout for all School: pages. It is confusing for others if each page is not organized in mostly the same way. Charcoal (talk) 00:17, 24 May 2010 (UTC)

It looks like a lot of the content here is under the topic namespace when it wouldn't really qualify as a department (see Topics). Using School:Engineering as a model, I propose we structure topics roughly as follows:

Elementary Mathematics
 * Primary School
 * High School/College

Applied Mathematics
 * Actuarial Science
 * Applied Analysis and Differential Equations
 * Discrete Mathematics
 * Game Theory
 * Numerical Analysis
 * Mathematical Physics
 * Probability
 * Statistics

Pure Mathematics
 * Algebra
 * Algebraic Geometry
 * Abstract Analysis
 * Category Theory (Possibly merge with Algebra?)
 * Graph Theory
 * Mathematical Logic & Foundations
 * Number Theory
 * Philosophy of Mathematics
 * Topology

The topics that we have now would then be moved to courses in their respective departments since the individual course topics don't seem to have enough content to warrant their own departments right now. Maybe once we have more than 2-3 courses on e.g. group theory, sub-departments can be made, but for now it just seems cluttered with empty departments.

We could also probably borrow some of the page layout from School:Engineering, since it seems to be organized very well. I'd be willing to do the restructuring if this sounds good to people, but I don't really know how to move pages, or even if I have the necessary permissions.

Finally, we have a large list of contributors on the front page. I understand there's some way to see if they're all still active or not, although I don't know how to do that. It would probably be beneficial to move most/all of the list to a separate page. Any thoughts? Ndriscoll 09:14, 7 July 2011 (UTC)

Algebraic Notation & keeping articles understandable
This is a great idea! However, i think that it would be good to start with a page explaining algebraic notation right from the basics through to advanced notation. The articles also need to remain understandable for their target audience for example if an article is aimed at high-school students, it needs to be understandable by them. Although articles shouldn't be 'dumbed-down' but just expanded to explain the basics before developing the more advanced topics. <IP_ADDRESS> 19:54, 5 December 2006 (UTC)

Unification of Information
Would it be possible to unify some of the parts of this School to reduce the workload of maintaining separate, but similar sections? For example, it might be useful to have all reference material for a particular subject on the same page. I suggest this for two reasons. First, maintaining two similar but separate pages is difficult, and second, I think unifying some material would make it easier for newcomers to find what they are looking for. Ideas? Comments? Deltinu 05:18, 2 September 2006 (UTC)

Curricula
One thing we need to develop here is a set of mathematics curricula for grades K–12 (i.e., what students should know in what grade). I've gone looking for this information online myself from time to time and never found a satisfactory list that I didn't have to pay for first. (Of course, it goes without saying that we should not simply copy any lists found at other websites, free or not.) To this end, I've begun the page Mathematics curriculum (with the plural Mathematics curricula as a redirect). - dcljr 23:52, 5 September 2006 (UTC)

The UK Gov. publishes it's school curricula online here: http://www.nc.uk.net/webdav/harmonise?Page/@id=6004&Subject/@id=22 These could be used as a model. Smockdotcom 21:05, 2 October 2006 (UTC)

About the Statistics and Probability Courses
Who is contributing to the advanced undergraduate/graduate courses on this subject? The undergraduate course on statistics shouldn't be in the Department of Statistics page? --Lucas Gallindo 03:15, 11 September 2006 (UTC)

Mathematics Userbox
Here's a user box that you might interested in:

Use of 'Math'
This isn't used in the UK, 'Maths' is used instead of mathematics. Better to use mathematics all round I think. Smockdotcom 21:17, 2 October 2006 (UTC)

Why are combinatorics and optimisation put together?
Please forgive my ignorance. I think they are different topics with some overlapping.Hillgentleman|User talk:hillgentleman 10:37, 24 November 2006 (UTC)
 * They are not always put together. When they are put together it would be, because as you mentioned, there is significant overlapping, and there is enough time in a course to cover both.  Combinatorial optimisation is an actual sub-subdicipline of mathematics that is right at the boundry between Discrete Maths and Theoretical Computer Science.

Main page picture
Would it be possible to have the picture at the top of the School of Mathematics main page cycle through a selection of several different pictures? The main page for the whole of Wikiversity seems to have this feature. It might be good if we could implement this for our school's main page.

Deltinu 05:27, 26 December 2006 (UTC)

{| align=right padding=0 cellspacing=0 width=32% style="background:none"

That is how it is done on the right bar of the main page (http://en.wikiversity.org/wiki/Wikiversity:Main_Page/Communications_and_community).

 * Thanks :-) Deltinu 07:04, 26 December 2006 (UTC)

Eculid's Elements...
Have started an effort to copy a 1896 version (now in the Public Domain) into WikiSource here : http://en.wikisource.org/wiki/The_Elements_of_Euclid

You may want to take a look :-) ShakespeareFan00 20:23, 20 March 2007 (UTC)

Getting the Algebra page up to snuff
In case you haven't seen it, there was an article about how incomplete the college algebra section of wikiversity is. If this were wikipedia, this course would be full fixed and up and running. Of course this is wikiversity, where ideas lingure and aren't acted on for months at a time. Algebra work is spread over a miread of pages, but I'm going to focus on getting College Algebra a good go first, since it is the one that people reading that article will be reading. Hopefully others can help, but I'm going to see what I can do on my own first. Hopefully it will be more than what has been done in the last half year.--Rayc 20:56, 31 July 2007 (UTC)

I found the volume of algebra pages and the general outline of the math portal to be so confusing that I felt it necessary to flesh out the new algebra department with organization. It's a constant battle of content development versus organization until we get a steady state. Please lets everyone categorize everything as obviously as possible sos we can find our ways around in the dark. - gustable

old talk page rescued
Hi, there was still comments from the old page available at Talk:Wikiversity:School of Mathematics. Before deleting that page, the content is saved below !!

activity
I am building activity based content targetting US Middle and HS Math students. The primary activity builds on work done relating mathematics and origami with connections to physics, chemistry and biology. I currently teach in a small school in Oracle, AZ. This is an emerging area with opportunities for collaboration, linking and sharing.

Peter Edwards, Tucson AZ

I'll help. However, we need to have lesson plans and a true syllabus. Look in my profile for the book/course i was trying to create. That's somewhat of an image of how I would like to organize a school of mathematics into. Starting with Basic Mathematics and moving up into Calculus. The thing that differs a course from a book is that the instructor knows that some books suck and so he has to guide his students through the various books. I find flaws in many of the wikibooks and so I try adjusting them and linking them. I found that the PEMDAS section wasn't actually the greatest, mainly because they show exponents using PEMDAS rather than teaching exponenets. Thus i gave a see also link. Perhaps we should create a member book. I've always had an interest in such thing as a member book. An log of things that still need to be done to complete a course. What part editors are working on and what part authors are working on. Whatn parts they need resources in. Quiz material, diagrams, so forth. --Cyberman 02:11, 20 Feb 2005 (UTC)

Courses
I have started work on a course based closely on the first semester of my university's mathematics course. I have also started with creating categories for other courses. Help would be happily accepted. Also, feedback would be appreciated. You can contact me by my talk page or by emailing me at my email.

--Jimmy 02:00, 8 Aug 2004 (UTC)

We already have a Mathematics bookshelf. Shouldn't these links go on that page, so readers can find the contents more easily? Carandol 12:40, 8 Aug 2004 (UTC)

The difference is that this is a 'course' not a book. People don't look here for information, they use this as a syllabus for whatever reasons they might have. So I don't really think it should just be another book on the bookshelf. Of course, within the course(s), it would often be referred to the bookshelf for extra information, questions etc.

--Jimmy 14:24, 8 Aug 2004 (UTC)

Any course that is more than just a list of topics is effectively a book.

Thus many textbooks are just printed versions of successful courses, and many lecture courses oral presentations of a particular textbook. The difference is minimal, the overlap considerable.

A syllabus that said, say, 'Lesson 1, Proof by induction; Lesson 2, Summation of standard series; ...' and no more wouldn't be a book, but that does not seem to be quite what you are planning. Carandol 14:11, 9 Aug 2004 (UTC)

Its still in work... it takes time you know... Jimmy

Division by topic vs. by school level
Whouldnt it be better if there was "stages" of mathematics divided in topics rather than "high school" and primary school mathematics? Becouse im not really sure what those deal with becouse im not from the us. :/

I prefectly agree with your idea. It is kind of stupid to say "high school math", "primary school math". For example, calculus is high school subject for some but university math subject for the others.-Wshun 15:21, 4 May 2005 (UTC)

 * I also agree, but what other method would you suggest? Just list the topics in order of difficulty?  I mean, math is mostly linear until you get to 2nd/3rd year University level, so is that what you're thinking--just list the topics in order from most elementary to most advanced?  Gandalfxviv 19:30, 26 February 2008 (UTC)

 * The stages idea is perfect, but don't forget, multiple stages can be placed in each of the three academic levels, i.e. primary, secondary, tertiary. Donek (talk) - Go raibh mile maith agaibh 19:16, 21 August 2008 (UTC)

Actual Courses
Why are they all... based on types of equations and stuff. WHy don't we make them based on actual mathmatics courses that can be taken through high school and college like...

Pre Algebra Algebra Geometry Algebra II Pre Calculus Calculus Calculus II Calculus III Statistics and so on...

Why make it so confusing? We should make it in a way where people can actually understand what it is their learning based on the cource title. --Dinero 02:15, 19 Apr 2005 (UTC)

Agree! Indeed we can make it even better then the actual courses. Connection among different topics should be made more efficient than our real life courses. -Wshun 14:35, 4 May 2005 (UTC)

Wikiversity is a noble but perhaps misguided effort. the learners will tend to be self leaners who will not want they're hand held the entire way. Perhaps wikiversity shoudl be structure on wikibooks so that the current textbooks we have supply as the course material.

Translation
I need help on translating a course in mathematics. Please follow the link for details. Dmitri83 11:55, 2 May 2005 (UTC)

Dependecy Tree Nature
Mathematics has a much stronger "dependency tree nature" than most subjects, understanding of a previous subject is vital to understanding the current subject. A common problem in university math courses is that students do not fully understand/remember some previous concept or were never taught some fundementals; either because it was too hard, and the teacher taught by rote memorization* or never really explain the reasoning of mathematics.

Because of this, I suggest authors of books and syllabues would create conceptual backlinks to dependent material in their work. So for example, if you have sentance that has the word "set" in it, you would backlink to a section of a book on set theory, that section would contain well integrated backlinks to other fundementals (which might eventually go into number theory and the philosophy/history of mathematics). So for the person who asks why, they would be quickly redirected to their answers. Reading my textbook right now, if it had that kind of comprihensive hyperlinked backtracking, I would be soo more productive.

 * I think this is a good idea. However, I think we also need to keep in mind, that redundancy can be useful. For instance, if we have a book on set theory, it still might be useful to give a summary of what sets are in another book. I think having the same thing written in different ways can be helpful for the reader.

Also, when going through examples and proofs, manipulations tend to be shortened and some details are skipped assuming you already remember perfectly the previous subject. So for example: $$\frac{k(k+1)+2(k+1)}{2}$$ is just reduced to in one step $$\frac{(k+1)(k+2)}{2}$$, vs. showing $$\frac{k(k+1)+2(k+1)}{2} = \frac{k^2+k+2k+2}{2} = \frac{k^2+3k+2}{2}{2} = \frac{(k+1)(k+2)}{2}$$ (that could of also had a table to the right showing the various backlinked laws being used).

That could get tedious quick for someone who does know perfectly how it works. So in addition to actually showing your work, you can have "hiding" options (like a directory tree almost) which hide the simpiler details for you.

You could even automate some of this by computer.

 * (My highschool teacher said something approximate to this: "I'm not going to explain the why of logarithms, it's just faster to memorize this 7 x 5 table of formulas and be done with it and plus I don't really understand it myself.")

 * --MahyarMcDonald 07:19, 6 November 2005 (UTC)

Calculus course
Is it alright for me to start a calculus course on here?

Oh good heavens Please do!! -user:gustable

No courses in Differential Equations?
I came here to brush up a bit on DE since I'm taking DE 2 next semester and it's been 2 years since I took DE 1. However, there seems to be very little on the topic of differential equations here and no DE course at all. DE covers important material, and most science and engineering programs require at least one or two courses in differential equations (on top of basic and intermediate calculus). DE is certainly a lot more important, and is far more widely used than things like set theory or number theory (which both already have courses). So why are there no DE courses yet?Uniqueuponhim 13:13, 21 October 2007 (UTC)

Topology
Are there enough people interested in forming a sort of topology team? I noticed someone started the Topology topic and I wrote the first lesson for it, just wondering if there were any other people that wanted to help out with it, since it's still in such a beginning stage. Gandalfxviv 19:34, 26 February 2008 (UTC)

Fractions and math basics
I just looked through the fractions section here at Wikiversity and it could use some work. Fortunately, we don't need to write anything, we can just borrow a lot of the necessary material from Wikibooks' Applied Math Basics; the fractions section there is much more complete and in-depth. --<IP_ADDRESS> 07:12, 8 June 2008 (UTC)

Collaboration
Would anyone like to help with teaching on Medical Statistics? Go raibh mile maith agaibh 23:50, 17 June 2008 (UTC)

Effective Teaching
I just recently found this particular wing of the wikimunity and upon poking around a little I can see that it is still very much in its infancy as there isn't much much standard material above calculus like ODEs, PDEs, fourier series, complex analysis and other thing that non-mathematicians like to use. Now, I'm not complaining, this is a good thing from my perspective because it means I can help the comunity more. Anyway, what I want to say is that I believe that one of the major issues with how math is tout is that almost all text and many teachers do not care to show students all the steps involved with the problem. I understand that this is a difficult thing to tag down, when you are teaching a calculus class you should not have to tell people every time you use addition. In the interest of time teacher and texts alike choose to leave out menial steps and operations along that way and students are expected to keep up. I don't mean to criticize these teachers, however, this is the overwhelming complaint from the average student. I do want to criticize most text as they have no excuse and often times leave out more than a lecture would when attempting to explain advanced concepts. Now, as I said before, when teaching a calculus class you shouldn't have to tell people every time you use addition, however, the problem is that much more complicated are often left out and with no consistency. Every teacher and text makes different assumptions as to what students are expected to take for granted. I would like to propose that the School of Math here dose something to help this. Every lecture should establish a list of assumption that are made concerning methods and steps used that lecture. The words: "by inspection", "obviously", "by algebra" (or any other relatively lower level math), "it can be seen", "it can be shown", and (I have actually seen this before!) "as any small child can see" should never be used in any explanation of anything on the site. I know some people call this hand holding and spoon feeding and what not, but you know what, some people need that, there are many times it would have helped me. It's far easier to glaze over a step you didn't need to see than it is to be stuck trying to figure out what happened in the whitespace between two lines of an explanation. Again, I think the most practical way to do this is to state exactly what type of steps you intend to skip at the beginning of a lecture and stick with it. It should also be particularly easy for readers to ask for such information when they are studying lectures. Anywany, thanks for reading, please tell me what you think. Smitty985 05:42, 10 November 2008 (UTC)Smitty958

Complexity Theory
Technically, Complexity Theory (Topic:Complexity_theory) is Computer Science, but Computer Science is categorised under engineering, which Complexity theory is not. Would it be possible for the topic to be included in both? This is a moot point and concerns itself more with the semantics of the term ‘Computer Science,’ but I think it is important. Many Mathematicians work in the field of Complexity Theory, as do many Computer Scientists, so I would consider it to be an ‘Interdisiplinary Study.’

Does this count as a formal request for the inclusion of the Institute of Complexity Theory in the School of Mathematics?

― Kinkydarkbird 09:38, 7 January 2009 (UTC)

Emptying out Active Participants
If there are no objections I was planning to empty out the active participant list a bit, just so those of us still around who have a better idea of who they can talk to. My criteria will be the most recent edit, if someone hasn't contributed in a year or so I think it should be safe to remove them for the active participants list. Thenub314 13:03, 29 July 2010 (UTC)

Transferring content from Wikipedia
Hello. I am a Wikipedia editor new to Wikiversity. Is Example of a non-associative algebra something right here, e.g. in topic: Higher algebra? It is definitely not an encyclopedic topic (at least as “Example”, in singular) and the content now is essentially superseded with Composition algebra. There will be no harm to Wikipedia to remove the problematic “article”, but possibly this project is interested in an already written and formatted content of such kind. Incnis Mrsi (discuss • contribs) 08:25, 18 May 2013 (UTC)

Identify coverage of the Common Core mathematics curriculum
I suggest that as courses are added those that intend to meet the goals of the common core curriculum be noted. See: Common_Core_State_Standards_Initiative and also: http://www.corestandards.org/Math/ In addition, it may be useful to explicitly state that one goal of the School of Mathematics is to eventually include learning resources that taken together meet the full curriculum requirements. Thanks! --Lbeaumont (discuss • contribs) 17:04, 20 March 2016 (UTC)

Organization of content
The content needs to be more organized in a more precise way at: School of mathematics. Rayn777s (discuss • contribs) 13:13, 24 July 2020 (UTC)

 * Be bold. If you have a vision for organizing the content, please do so. -- Dave Braunschweig (discuss • contribs) 15:17, 25 July 2020 (UTC)

Abi na Zie afeo (discuss • contribs) 19:19, 9 December 2021 (UTC)

Content expansion
Hello, the university wiki should expand its contents through the resources of the sister project, i.e. wiki book, wiki source and wikipedia.

You can also write sample questions so that people can improve their knowledge by solving them. AHEJJWILEMAMALIDGED (discuss • contribs) 07:53, 20 October 2022 (UTC)

title: School talk:Mathematics


text:
Music Theory/Introduction

What is music theory?
Music theory is the study of music; and while the term is often applied to the Western musical tradition (more on that later), there are also music theories in other traditions around the world.

It is of interest to the reader to know that music theory emerged after the actual production of music. There were people making music long before we had ideas of what a major third was, and there were groups singing tribal songs long before we got the idea of a "downbeat". Although these ideas were often practiced before they were understood, to have a knowledge of what they are and how they work reduces their difficulty and increases their potential and flexibility.

What is music?
Music can be many things, and while the subject of what constitutes music has been long debated and argued, we will not be spending considerable time on its definition. Like all art, music is highly subjective and traditional. It is hard to make sense of music from an alien culture or tradition. This book only deals with a subset of music; a very large subset though. We look at the Western Tradition of music as it has evolved from the ancient European civilizations with influences from Africa, the Middle East and Asia. We will also look primarily at written music, rather than music which is only ever performed, but we realize that music notation can almost never capture everything that makes a piece. Sheet music is a limitation that we live with. You will notice the words "sometimes", "usually", "probably", and other similar terms used frequently as music is highly subjective and many "rules" are broken.

Music usually has five basic aspects: rhythm, melody, harmony, dynamics, and timbre.

 * Rhythm : Concerns note length, speed and stress — the "time" aspect.
 * Melody : Concerns a series of notes — the "horizontal" aspect.
 * Harmony : Concerns notes played at once — the "vertical" aspect.
 * Dynamics: Concerns the volume of notes  — the "volume" aspect.
 * Timbre : Concerns the physical sound of notes — the "texture" aspect.

Although the definition presented above may be valid to some, let's not forget the highly subjective nature of "music." That which is "music" to some is "noise" to others. Although we have many definitions, all definitions have their critics. Here is another definition of "music" that may be totally valid. "Music is a set of 'organized sounds' created from a human entity or human-created machinery."

One more definition of music may simply be the "process in finding the solution to the problem of creating an expression of emotion or disdain," which is more analogous towards mathematics. Despite the fact we don't have a universal (intracultural) definition of music we can all agree on, we can analyze music using music theory. Before we dive into music theory, we must first understand the preliminaries.

title: Music Theory/Introduction


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Mehdiabad, Nishapur

Mehdiabad (, also Romanized as Mehdīābād) is a village in Belharat Rural District, Miyan Jolgeh District, Nishapur County, Razavi Khorasan Province, Iran. At the 2006 census, its population was 269, in 68 families.

title: Mehdiabad, Nishapur


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Madurai Institute of Social Sciences

Madurai Institute of Social Sciences, is a multi faculty research center located in Madurai, Tamil Nadu. The college is affiliated with Madurai Kamaraj University. This college offers different courses in social sciences. The college is first of its result in South India offering courses related to professional social work and Human Research Management.

Departments

 * English
 * Computer Science
 * Information Technology
 * Social Work
 * Business Administration
 * Commerce
 * Psychology

Accreditation
The college is recognized by the University Grants Commission (UGC). The college is Re-Accredited with B+ Grade by NAAC

title: Madurai Institute of Social Sciences


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Nevins

Nevins may refer to:

Places in the United States

 * Nevins Township, Vigo County, Indiana
 * Nevins, Florida
 * Nevins, Illinois
 * Nevins, Wisconsin

People with the surname

 * Al Nevins (1915–1965), American musician and founder of [he Three Suns
 * Allan Nevins (1890–1971), American historian
 * Andrea Blaugrund Nevins, American writer
 * Arthur S. Nevins (1891–1979), American historian
 * Caitlyn Nevins (born 1987), Australian netball player
 * Claudette Nevins (1937–2020), American film actress
 * Daniel S. Nevins (born 1966), Rabbi; Dean of the Rabbinical School at the Jewish Theological Seminary of America
 * David Nevins (disambiguation), several people
 * Gabe Nevins (born 1991), American actor
 * Georgia Nevins (1864–1957), American nurse
 * Harriet Nevins (1841–1929), American philanthropist
 * Henry Nevins (disambiguation), several people
 * Jasmine Nevins (born 2003), Australian cricketer
 * Jason Nevins (born 1972), American dance music producer
 * Jess Nevins (born 1966), American writer
 * John Joseph Nevins (1932–2014), American Roman Catholic bishop
 * Joseph Nevins, American author
 * Kristan King Nevins, American politician
 * Laurie Nevins (1920–1972), English footballer
 * Monica Nevins (born 1973), Canadian mathematician
 * Natalie Nevins (1925–2010), American singer
 * Ralph G. Nevins (1924–1974), American professor
 * Russell H. Nevins (1785–1854), American banker
 * Sheila Nevins (born 1939), American television producer
 * Sylvester Nevins (died 1901), Wisconsin State senator

title: Nevins


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Irving Force

Irving Force (real name Adam Skog) is a synthwave producer from Stockholm, Sweden. He previously was a member of the black metal bands Vanhävd and Vapenlicens, before becoming interested in 80's-influenced film scores.

Works and style
Irving Force's musical and aesthetic style is influenced by 1980's action films and characters, such as John Carpenter films and his character Snake Plissken. Skog originally intended Irving Force to have a more pop oriented sound, but the music soon took on elements from his heavy metal past.

He also cites cyberpunk science fiction from all types of media and the band Tangerine Dream as further influences. Having come from a film-score background, much of Irving Force's music is designed to have some sort of narrative or story element - such as his 2015 release The Violence Suppressor. A video was filmed for the title track on that album, which was made to invoke classic sci-fi and action movies like Assault on Precinct 13 and Judge Dredd. Following releases were set out to take place in a loose thematic universe.

In April 2020, Irving Force provided the soundtrack for the Android retro point & click adventure game Awaken Alone. His music has been described by reviewers as "guiding the listener through cyberpunk narratives that twist and mutate with a musical playfulness". Others have praised its "next level grooves" and "balls to the wall rhythms".

title: Irving Force


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Wikiversity:Open Proxies

Welcome to Wikiversity. There is a chance that you are blocked from editing Wikiversity through no fault of your own. Please read the following information in order to understand why you are blocked from editing and what to do about it.

What is an open proxy and how does it work?
Generally, a proxy server allows users within a network group to store and forward internet services such as Domain Name System or web pages so that the bandwidth used by the group is reduced and controlled. With an "open" proxy, however, any user on the Internet is able to use this forwarding service.

By utilizing some open proxies (the so-called "anonymous" open proxies), users can conceal their true IP address from the accessed service, and this is sometimes used to abuse or interrupt that service, potentially violating its terms of service or the law; open proxies are therefore often seen as a problem. However, anonymous open proxies are also used to increase anonymity or security when browsing the web or using other internet services: a user's true IP address can be used to deduce information about that user and to crack (computer security) into his or her computer. Furthermore, open proxies can be used to circumvent efforts at Internet censorship by governments or organizations. Several web sites exist which provide constantly updated lists of open proxies.

 * If you have been blocked as an open proxy, please see Meta:WikiProject on open proxies/Help:blocked.

Open Proxies, Zombie machines, and Tor exit nodes are generally blocked on Wikimedia projects due to abuse by trolls and vandals. This policy has been in place since February 2004, you may read more about it at this meta page.

Members

 * Please add your name here if you are interested in helping this project:

Alerts

 * If you suspect an IP is an open proxy, list it below for checking
 * See also Wikipedia:Open proxy detection

title: Wikiversity:Open Proxies


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Real Aikido

Real Aikido (Реални аикидо) is a martial art developed by Ljubomir Vračarević, a self-defence instructor from Serbia. It is a mixture of aikido, judo and jujutsu techniques, with some modifications made by Vračarević.

Techniques
The Real Aikido defense system includes unarmed techniques, as well as defense against weapons such as knife, pistol, etc. It includes of aikido, judo and jujutsu, techniques simplified so that they can be easily taught in security and self-defense courses. The curriculum itself is mainly based on a general aikido curriculum, with a kyu/dan system of grading. Apart from grappling, self-defense against strikes also includes evasion and some blocking techniques.

Bodyguard school
Vracarevic's bodyguard school is officially certified by the International Bodyguard and Security Services Association (IBSSA).

Use in Serbian schools
From 2005 Real Aikido was included in elementary school curriculum in Serbia as an elective subject.

International recognition

 * In 2001, Vladimir Djordjevic Chief Instructor of United States Center of Real Aikido and founder of Odbrana was recognized by United States Martial Arts Association.
 * In 2003, Real Aikido was recognized by United States Martial Arts Hall of Fame
 * In 2005 CBS 2 Chicago TV Station aired the Chief Instructor Vladimir Mr.V Djordjevic at United States Center Of Real Aikido, on Rape Prevention issues.
 * In October 2007 Real Aikido practitioners entered the first European Martial Arts Hall of Fame.
 * The United States Center of Real Aikido is member of International Combat Martial Arts Unions Association.

title: Real Aikido


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User:Akashlangiania

Akashdeep Langiania.............                         Commonly known as Rahul from Langiana Purana,Bagha-Purana,Moga,Punjab,India,World,Earth,Galaxy,Black Hole. This address is given residential to u. He is studying at PCS(Punjab Convent sen.sec. School) Bagha Purana. He is in 10th class and have very intelligency. He has many best friends (Commonly a person have olny 1 best friend). Their Names are *Charankamal*,Guneet,Navkarn, Randip,Dilkaran,Jaspreet,etc. He is getting his additional coaching from "CATALYST AND THE PUKHRAJ COACHING INSTITUTE". and their other information is coming soon. Tap on Akashdeep(Purple in colour at head) To go to their website

title: User:Akashlangiania


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Emmanuel Boateng (footballer, born 1997)

Emmanuel Boateng (born 17 June 1997) is a Ghanaian professional footballer who plays as a midfielder for Konyaspor in the Turkish Süper Lig.

WAFA
Boateng grew up at the West African Football Academy (WAFA) from Ghana where he played until January 2018. He was one of the prominent players in the academy.

Aduana Stars
He signed with Aduana Stars during January 2018. Won the Ghana Super Cup with the team and recorded 14 appearances in the 2018 Ghanaian Premier League, and in the CAF Champions League.

Hapoel Tel Aviv
In September 2018, he started to train with the Israeli Premier League club Hapoel Tel Aviv and eventually signed for five years at the club after being scouted and recommended by US based Italian agent/scout Simone Ghirlanda of Pan American Calcio. In December 2018, he made his debut in the red uniform against the Bnei Sakhnin. He played 18 league games during the 2018–19 season, scored one important goal in the Tel Aviv derby and assisted three more goals.

Elfsborg
Emmanuel arrived in Borås 11 September 2021 and will be playing for the Swedish club located in the south west of Sweden, IF Elfsborg. IF Elfsborg is a club that missed Europa Conference League 2021 after a 3 goal-loss against the Dutch side Feyenoord in the play-off.

Konyaspor
On 16 January 2024, Boateng signed a two-and-a-half-year contract with Konyaspor in Turkey.

Honours
Aduana Stars
 * Ghana Super Cup: 2018


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Nicolás Vikonis

Nicolás Vikonis Moreau (born 6 April 1984) is a Uruguayan professional footballer who plays as a goalkeeper for Liga de Expansión MX club Celaya.

Personal life
On 31 March 2020, Vikonis and his girlfriend at the time Paola Salcedo, a Mexican model and sister of professional footballer Carlos Salcedo announced on Instagram the birth of their son, Luka Mateo.

title: Nicolás Vikonis


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Talk:Dennis Looze

External links modified
Hello fellow Wikipedians,

I have just modified one external link on Dennis Looze. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20121022134223/http://www.sports-reference.com/olympics/athletes/lo/dennis-looze-1.html to http://www.sports-reference.com/olympics/athletes/lo/dennis-looze-1.html

Cheers.— InternetArchiveBot  (Report bug) 22:22, 8 September 2017 (UTC)

title: Talk:Dennis Looze


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Template:Spanish/Introduction

 Introduction  The School of Spanish is a course that stresses oral communication, reading comprehension, and writing while continuing to introduce new vocabularly and grammar structures.

title: Template:Spanish/Introduction


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Kamay, Altai Republic

Kamay (Камай; Камай) is a rural locality (a selo) in Shebalinsky District, the Altai Republic, Russia. The population was 79 as of 2016. There is 1 street.

Geography
Kamay is located 45 km north of Shebalino (the district's administrative centre) by road. Aktel is the nearest rural locality.

title: Kamay, Altai Republic


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2019 World Athletics Championships – Men's long jump

The men's long jump at the 2019 World Athletics Championships was held at the Khalifa International Stadium in Doha from 27 to 28 September 2019.

Summary
The last qualifier to the final was Tajay Gayle with a 7.89m. In the final, as the third jumper on the runway, Gayle jumped a personal best 8.46m to take the lead. No other jumper would beat that mark. World leader Juan Miguel Echevarría jumped 8.25m while giving up the entire 20cm width of the board. His jump was bettered by Jeff Henderson with an 8.28m three jumpers later. In the third round, Echevarría improved to 8.34m. And three jumpers later, Henderson improved to 8.39m. That decided the other medalists. In the fourth round, Gayle improved to +0.5. Not only did it win the competition, it leapfrogged him into the #11 position of all time. Just two months earlier in the season, Gayle had made a huge improvement in his personal best to 8.32m, which put him into a tie for #15 of all time.

Records
Before the competition records were as follows:

Qualification standard
The standard to qualify automatically for entry was 8.17 m.

Schedule
The event schedule, in local time (UTC+3), was as follows:

Qualification
The qualification round will take place on 27 September, in two groups, both starting at 16:30. Athletes attaining a mark of at least 8.15 metres ( Q ) or at least the 12 best performers ( q ) will qualify for the final.

Final
The final was started on 28 September at 20:40.


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Amos Mkhari

Amos Mkhari (born in Ga-Rankuwa – died 7 October 2014 in Tshwane)  was a South African footballer commonly known as "Heel Extension" or "Shuffle".

Biography
Mkhari's debuted professionally in 1974 with the Witbank Spurs F.C., who he played with for four years. In 1978, he began playing for the Orlando Pirates F.C., who he played with for eight years. In 1980, he was part of the team that won the Nedbank Cup.

title: Amos Mkhari


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User:Armadillopteryx/sandbox/2

Miss'd America is an annual drag pageant held in Atlantic City, New Jersey, United States. It was founded in the early 1990s as a spoof of the Miss America pageant. It ran through 2005, took a five-year hiatus, and resumed operation in 2010. Contestants compete in four categories: swimsuit, evening gown, interview and talent, with the winner receiving $5,000. Part of the proceeds from each edition of the pageant are donated to local LGBT charities and initiatives. The event is produced by Rich Helfant, directed by Mark Dahl, and hosted by Carson Kressley. The current reigning Miss'd America is Sapphira Cristal of Philadelphia, who was crowned on September 21, 2019.

Early years: formation to hiatus
John Schultz and Gary Hill founded Miss'd America as a themed party at their nightclub, Studio Six, in Atlantic City in the early 1990s. Sources conflict on the exact year the pageant began, with many placing the inaugural event in 1993 or 1994. Atlantic City Weekly, Gay City News and The New York Times report 1991 as the first year of the competition. Records from the United States Patent and Trademark Office list July 15, 1992, as the date of the first known use of the term "Miss'd America". Hill stated to the Courier-Post that he could not recall the start date with certainty, estimating that it was "[s]ometime during the early to mid '90s ... I dunno, I think maybe '91 or '92."

Miss'd America took its name from a longstanding joke that drag performers always "missed" the chance to participate in Miss America and that most of that pageant's gay behind-the-scenes staff "missed" out on what happened on stage. Initially, the event was always held the day after Miss America "to offer the people who'd spent two weeks working day and night on the actual Miss America event a place to party, let down their hair and kick up their heels". Miss'd America was originally satirical in nature, with the first-ever winner awarded a paper Burger King crown and a bouquet of dead roses. The second edition of the pageant took the form of a fundraiser for the AIDS Alliance of South Jersey, which brought it to wider public notice. The competition began to grow in scope in 1996, when it introduced the evening gown category. Among the earliest crowned Miss'd America titleholders were Mortimer Spreng (1995), Chunky Marinara (1997) and Chlamydia Liverpool (2001). The pageant ran annually until 2005, when it took a five-year hiatus after the Miss America headquarters relocated to Las Vegas. Studio Six went out of business the same year.

Recent years: 2010 to present

When Rich Helfant, Miss'd America's current executive producer, founded the Greater Atlantic City GLBT Alliance in 2010, he approached Schultz and Hill with a proposal to revive the pageant as a fundraising event for the charity. Schultz and Hill agreed, and Miss'd America resumed operation on January 31, 2010. Atlantic City tourism outlets, casinos and hotels embraced the pageant's return, nodding to the city's "historically vibrant gay culture" and hoping to draw in revenue from new sources. Some billed it as "Atlantic City's main event" that year. Harrah's Atlantic City, Trump Entertainment Resorts and Grey Goose all sponsored the 2010 pageant, which was held in Boardwalk Hall. The year's judging panel included Village Voice journalist Michael Musto, Philadelphia Gay News publisher Mark Segal and horseback rider Annika Bruggeworth.

In its present form, Miss'd America is professionally staged, directed and choreographed; takes place in a popular Atlantic City hotel or entertainment venue; and structurally resembles its mainstream counterpart, requiring contestants to compete in four categories, issuing a cash prize, and featuring a celebrity guest performer each year. It is currently written and directed by Mark Dahl. Bob Hitchen, the show's original writer, served as director until 2011. Carson Kressley has hosted the pageant since 2010. In 2013, Michelle Visage served as host in Kressley's place.

The Miss'd America 2012 pageant was held in January of that year, but the next edition of the contest was not held until September 2013. There, Victoria "Porkchop" Parker was named Miss'd America 2013. However, the title year was then redefined to be the coming rather than the concluding year, and the September 2014 pageant winner, Honey Davenport, was crowned Miss'd America 2015. Consequently, the title of Miss'd America 2014 was never issued. Prior to the 2014 contest, Logo TV founder Matt Farber created a YouTube video series profiling several of that year's contestants as well as former winners. Comedian Randy Rainbow hosted the series.

Each year, the pageant gives a portion of its profits to the Greater Atlantic City GLBT Alliance and to other local LGBT charities and causes, such as the Schultz–Hill Foundation. In 2010, Miss'd America's comeback year, proceeds went to AIDS charities such as the William Way Center and the South Jersey AIDS Alliance. As of September 2019, the pageant's charitable donations total more than $400,000.

Controversy over the ban of transgender participants
The Miss'd America 2020 competition was surrounded by controversy over the fact that the eligibility requirements were updated to ban transgender participants in early 2019. Though some of the pageant's past winners were trans women, Helfant stated to Instinct magazine, "The bottom line is, the Miss'd American [sic] pageant is a male drag pageant. That is how its [sic] incorporated, that is how it's registered, its licensing, its trademark, all of those things with the US Patent office are listed as a male drag pageant, To [sic] allow anyone other than a man to compete in the pageant violates it's [sic] trademark.""

Hill reinforced Helfant's stance and said he did not remember whether any past winners were transgender. Because of the exclusionary change to the entrance criteria, the Borgata Hotel Casino & Spa, where Miss'd America had been housed since 2014, withdrew its offer to host the contest again. As a result, the pageant relocated to the Hard Rock Hotel & Casino. Several former Miss'd America titleholders spoke out against the policy change. Honey Davenport said, "While I will forever be moved and appreciative of the work done by the Greater Atlantic City LGBT Alliance [sic], I no longer agree with some of the policies of the Miss'd America Pageant. ... [S]ince I was crowned, I have repeatedly watched my fellow former winners fight against the Board of Directors of the pageant for inclusivity. The board refuses to allow anyone identifying as female, whether by birth or transition, to compete in their pageant. It has taken me some time, but have [sic] decided I can no longer support them while that policy is in place." Miss'd America 2017, Mimi Imfurst, stated to Philadelphia Gay News, "The contributions to the drag community by trans, genderqueer and nonconforming people have been undeniably at the core of what drag is. By writing this statement I am aware that I am jeopardizing my relationship with the pageant organizers, however when I won, I spoke during my Q&A portion of the pageant about creating change using your voice, and I feel like if I didn't speak up for trans drag performers, I would be doing a disservice to what the title of Miss'd America represents. Hopefully, the organizers can recognize that it is time to do the right thing and recognize that audience members will embrace inclusion, celebrate it, and I suspect [the pageant] will raise even more money for the community."

Relationship with Miss America
In the 1990s, the Miss America Organization frowned on Miss'd America and encouraged its contestants, employees and volunteers to keep their distance from the drag pageant. The organization went as far as threatening legal action to prevent Miss'd America from taking place, though charges were never brought to court. A number of high-profile people associated with Miss America defied the organization: Miss America 1993, Leanza Cornett, attended Miss'd America after crowning her successor. Mary Kay Marks, the widow of former Miss America pageant chief Albert A. Marks Jr., served as a Miss'd America guest judge in 1996. Miss America 1998, Kate Shindle, performed a song at Miss'd America following her victory.

Prior to Miss'd America's hiatus, it was tradition for its contestants to attend the Miss America pageant parade, where they called out to Miss America hopefuls, "Show us your shoes!" This was done under the joke premise that anyone found to have exceptionally large feet could be a drag queen infiltrating the mainstream pageant. Over time, the Miss America parade came to be formally known as the Show Us Your Shoes Parade, a name it retains to present day. When Miss'd America resumed in 2010, the Miss America Organization complained that the winner's crown bore too strong a resemblance to the one awarded at Miss America. As the drag pageant grew in size and influence, however, the relationship between it and its namesake improved. Before the 2013 editions of both pageants, executives of the Miss America Organization and that year's celebrity judges attended a dinner reception held by Schultz and Hill.

Format

Contestants of at least 21 years of age from anywhere in the United States can apply to compete in Miss'd America, though the majority of entrants are based in the Northeast. In the first round of the process, each candidate submits a three-minute video of their talent together with an application form, and the judging panel selects the year's finalists from this pool. The finalists travel to Atlantic City to compete in a live show featuring swimsuit, evening gown, interview and talent categories. The live final carries a different theme each year, such as the circus (2013), America (2018) or superheroes (2020). The winner receives a $5,000 prize and is crowned Miss'd America for the coming year, during which she is to make appearances at events such as Pride celebrations and is to serve as an ambassador of the Greater Atlantic City GLBT Alliance. Some editions of the pageant have also crowned first and second runners-up, who receive $2,500 and $1,500, respectively. These cash prizes have increased steeply in recent years; the grand prize was $1,500 at the 2016 contest but rose to its present value of $5,000 two years later.

The 2020 pageant introduced the title of Miss'd Popularity, which is determined via public web vote. The first contestant to receive that honor was Nicole Onoscopi, who placed as first runner-up in the main competition. That year also marked the first time that Miss'd America was live streamed.

title: User:Armadillopteryx/sandbox/2


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overmatch

Etymology
From, equivalent to.

Verb

 * 1)  To match more than intended.
 * The regular expression overmatched, capturing the entire paragraph instead of the specific sentence.
 * 1) To be more than equal to or a match for, to surpass; hence, to conquer, vanquish.
 * 2) To marry to a superior.
 * 1) To marry to a superior.
 * 1) To marry to a superior.

Noun

 * 1) A match in which one opponent is greatly superior to the other.
 * 2) An opponent who is more than a match for another; one who cannot be defeated.
 * 1) An opponent who is more than a match for another; one who cannot be defeated.

Translations

 * Portuguese:

title: overmatch


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Latifa bint Abdulaziz Al Saud

Latifa bint Abdulaziz Al Saud (لطيفة بنت عبد العزيز آل سعود) was a member of the House of Saud. Her mother was Hassa bint Ahmed Al Sudairi, a member of the Al Sudairi family that is one of the most powerful families in Nejd. Her father was King Abdulaziz. She was one of their eleven children together, a full-sister of the Sudairi Seven. Latifa married Khalid bin Turki bin Ahmed bin Mohammed Al Sudairi. She patronised universities.

title: Latifa bint Abdulaziz Al Saud


text:
Wikipedia:Miscellany for deletion/Wikipedia:WikiProject Missing encyclopedic articles/Hotlist of Art & Architecture/M2

 __NOINDEX__

The result of the discussion was:  redirect to WikiProject Missing encyclopedic articles/Hotlist of Art & Architecture/M. Salvio 10:22, 23 August 2020 (UTC)

Wikipedia:WikiProject Missing encyclopedic articles/Hotlist of Art & Architecture/M2

 * – (View MfD)

Everything from this page has been moved to WikiProject Missing encyclopedic articles/Hotlist of Art & Architecture/M. It is now empty. Scorpions13256 (talk) 21:09, 15 August 2020 (UTC)
 * Archive by redirection, to WikiProject Missing encyclopedic articles/Hotlist of Art & Architecture/M.  There is no benefit, and many downsides, to deletion of the history.  --SmokeyJoe (talk) 06:30, 16 August 2020 (UTC)


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Portal:Biomedical engineering

Welcome to the portal!

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

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

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

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

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

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

 * Biomedical engineering
 * Search for Biomedical engineering at Wikiversity

Wikimedia

 * Biomedical engineering

title: Portal:Biomedical engineering


text:
Wikiversity talk:Vision

Comments on older versions of page
After reading this article I have no idea what is the vision of Wikiversity. Though, the description of Classical education (which may be biased) was entertaining, it helps me very little to understand the function of Wikiversity. Is this an attempt to define vision based on a problem-solution organization? If so, neither the problem nor vision has been developed.--<IP_ADDRESS> 21:42, 11 February 2006 (UTC)

pls visit b:User_talk:Humble_Guy, I have suggestions....

please visit my suggestion too: Odzilla --Catpad 08:48, 24 Mar 2005 (UTC)

Updated page
I think it's good to have this simplified page as one we can link people to to explain what Wikiversity is (though we need to keep these introductory pages in line with each other). I think it's a good idea to work on a single sentence vision statement, as well as an extended vision statement (one or two paragraphs). I've made a start on such an extended vision statement, and I've left it that "Your own vision is welcome...", having previously said that there are many individual visions for Wikiversity (which there are - eg Vision/Historical perspective). I wonder if, instead of this page becoming a patchwork quilt of everyone's individual visions, we should encourage people to be as bold as they like with their own individual visions by setting up a page (perhaps a subpage of this one) which outlined their views? Cormaggio talk 12:29, 12 April 2008 (UTC)

WikiCredentials
Hello Friends, Teachers and Fellow Students, My name is Gaon, and I firmly believe Wikiversity should include " WikiCredentials " ( WikiCreds ) upon the completion of Testing courses. This would inspire Millions around the world to learn and challenge our societies present accredidation system... and change our culture's perception of credentialism.

It is time for freedom of thought to Flourish, where anyone can learn and be accredited, regardless of age, mental capacity, location, economic status or the inability to pay tuition. Wikiversity could rival and surpass the Best education available, If we have the desire and diligence to fulfill this Grand Vision........

it would be The Most Good for the Most People, Literally, Billions of people.

Do we have what it takes to fulfill this expansive, innovative and BOLD endeavor?

Kind regards, Intelligent Discussion Welcomed.

Sincerely Gaon Yincang Abhinava 03:09, 23 July 2011 (UTC) 7/22/2011 10:08pm
 * Gaon created a page which I have moved to Wikicredentials, and started a Colloquium discussion which I've moved to Talk for the Wikicredentials page. --Abd 14:01, 25 July 2011 (UTC)

Share your learning curve
Recently I found a TED talk from Joris Luyendijk, a Dutch journalist (see link below).

TED-filmpje

In this TED talk he explains that people should share their lightbulb-moments. When many people do this, knowledge gaps will be bridged.

I think the wikiversity project should include the thought of sharing lightbulb-moments. This is something else then only sharing learning resources.

What do you think?

Tim, Timboliu (talk) 11:26, 29 July 2012 (UTC)

Wikiversity versus wikibooks
In 2014 all 5000 pages on the Dutch wikiversity (still in beta) were removed because the did not meet the quality standards of the Dutch community. In 2015 we want to start with a new learning project around programming language Scratch. The plan for 2015 is to involve the Dutch community in creating this learning project. Some questions arose. One of the questions was: "why not create a wikibook instead of creating learning material on wikiversity?". What is the difference between wikibooks and wikiversity? Timboliu (discuss • contribs) 19:38, 2 February 2015 (UTC)

 * Wikibooks is open content textbooks. Wikiversity is open learning projects and resources.  For an example of the differences, consider a book and a lesson plan.  A book explains the concept.  A lesson plan pulls together a variety of resources to help learn the concept.  Technically, one might even argue that an effective lesson plan must include reading, media, and hands-on activities to address all learning styles.  The common understanding of 'textbook' is insufficient to meet that perspective.  And unfortunately, there are too many resources at Wikiversity that are nothing more than textbook chapters or encyclopedia articles.  The only significant learning activity provided was for the author, rather the user community.

 * But, rather than asking us to define the difference between Wikibooks and Wikiversity, you would be better off asking the Dutch community what they perceive the differences to be, if that's where the content will be created. -- Dave Braunschweig (discuss • contribs) 21:17, 2 February 2015 (UTC)

Propposals

 * Our vision is to live in a world with a virtual Worldwide University where everybody can freely learn and develop about anything and everything to better themselves and society. --

title: Wikiversity talk:Vision


text:
Indonesian/Grammar/Prepositions

^ Indonesian ^ | << Lesson 5: Numbers  | Lesson 6: Particles | Lesson 7: Introducing Yourself >>

Di (In/on/at [place])
To indicate a place, we use the particle di. It can mean in, on, or at.

Contoh (Examples):
 * Bukuku ada di meja.
 * My book is (in/on/at) [the] table.
 * Mobilmu ada di garasi.
 * Your car is (in/on/at) [the] garage.

Note the word "ada", which means "to exist". It is placed right before the di particle to indicate existence.

Note also that the particle di doesn't convey any further detail on how the object is being placed, whether it's in front, inside, etc. To put additional detail, we put a location word after the particle di.

Contoh (Examples):
 * Bukuku ada di atas meja.
 * My book is on [the] table.
 * Mobilmu ada di dalam garasi.
 * Your car is in [the] garage.

The word "atas" means "top" or "above" and "dalam" means "inside". Below is the list of location words you may use:
 * Atas = top/above
 * Bawah = under/below
 * Dalam = inside
 * Luar = outside
 * Depan = front
 * Belakang = behind/back
 * Sebelah/Samping = beside
 * Sebelah kiri = left side
 * Sebelah kanan = right side

In Indonesian, to change the position is quite easy. Like Bukuku ada di atas meja, if you want to change it becomes beside or behind, you just need to change them into Bukuku ada di sebelah/samping meja and Bukuku ada di belakang meja.

Be careful to differentiate between di as prefix (awalan) and di as showing the place (kata depan). Most Indonesian natives forget about this and mistakes are common. If the word di is followed by a verb, it is a prefix.

Example
 * Dia di luar : he is outside.
 * Dia dipukul : he was beaten -- pukul = beat

Indonesian also commonly (and mistakenly) use di with time, for example "di waktu sedih" (during sad times). Pada is the correct proposition for time. Hence, it should be "pada waktu sedih".

Pada (at [person])
Although in spoken Indonesian it is acceptable to use di to indicate the existence of a noun at someone, this is unusual. For example, it is not correct to say: "Bukumu ada di Budi" to mean "Your book is at Budi". Rather, you should use the particle pada:
 * Bukumu ada pada Budi
 * Your book is at Budi.

This sounds awkward to translate literally. Usually in English, people would say "Budi has your book".

This preposition is also used for time, for example  Pada pukul enam pagi. ( At 6 am)

Ke (to [a place])
The particle ke is to indicate the notion of to a place. It is often coupled with the word "pergi", which means to go.

Contoh (Example):
 * Ibu pergi ke pasar.
 * Mother goes to [the] market.
 * Ayah pergi ke kantor.
 * Father goes to [the] office.
 * Aku pergi ke sekolah.
 * I go to [the] school.
 * Dia pergi ke rumahmu.
 * He/she/it goes to your house.

In spoken Indonesian, people often omit pergi when the context is clear. So, you'll often hear Ibu ke pasar to mean Mother [goes] to [the] market.

Kepada (to [a person])
Some verbs in English like "to send", "to give" and so on need the particle "to", followed by a person. For example: "I give the book to you". In Indonesian, for this notion of to, you cannot use the particle ke. Rather, you'll use the particle kepada.

Contoh (Example):
 * Aku memberikan buku ini kepada mu.
 * I give this book to you.
 * Dia mengirimkan surat ini kepada ku.
 * He/she sends this letter to me.

Memberikan = to give

Mengirimkan = to send

Surat = letter

Certainly, in spoken Indonesian, people may violate this rule and use ke instead of the proper kepada.

Dari (From)
The particle dari is almost synonymous with from in English. It is to indicate the origin of something.

Contoh (Example):
 * Aku datang dari rumah.
 * I come from [the] house.
 * Dia datang dari Amerika.
 * He/she comes from [the] US.

Not only that dari explains the place origin, but also explains the origin of things. For example:

 * Cincin ini terbuat dari emas
 * This ring is made of gold.

Cincin = ring

Terbuat = is made

Emas = gold

Untuk (For)
The particle untuk is almost synonymous with for. For example:

 * Buku ini untuk mu : This book is for you.
 * Pensil ini untuk nya : This pencil is for him/her/it.

It is also used to explain the usage of a thing:

 * Pensil ini untuk menulis : This pencil is for writing [things].

(menulis = write)

^ Indonesian ^ | << Lesson 5: Numbers  | Lesson 6: Particles | Lesson 7: Introducing Yourself >>

Enseignement de l'indonésien/Grammaire/Prépositions

title: Indonesian/Grammar/Prepositions


text:
Frunză

Frunză may refer to:

 * Frunză, Ocnița, a town in Ocniţa district, Moldova
 * Frunză, Transnistria, a commune in Slobozia district, Transnistria, Moldova
 * Frunza, a village in Logrești, Gorj County, Romania

People with the surname

 * Nicolae Frunză (born 1997), Romanian tennis player
 * Sorin Frunză (born 1978), Romanian footballer
 * Viorel Frunză (born 1979), Moldovan footballer

title: Frunză


text:
User:Ksilver19/Evaluate an Article

Evaluate an article
This is where you will complete your article evaluation. Please use the template below to evaluate your selected article.

 * Name of article: (link) Flehmen response
 * Briefly describe why you have chosen this article to evaluate: This article discusses a behavioural response that was novel to me and seemed interesting. It is displayed in various animals, including tigers and horses, which are animals that I have some knowledge about and enjoy studying.

Lead

 * Guiding questions

 * Does the Lead include an introductory sentence that concisely and clearly describes the article's topic?
 * Does the Lead include a brief description of the article's major sections?
 * Does the Lead include information that is not present in the article?
 * Is the Lead concise or is it overly detailed?

Lead evaluation
The lead does include an introductory sentence which describes the topic by introducing what the behaviour is. It goes on to mention topics covered further in the rest of the article, including the mechanism and function of the behaviour, and various taxonomic groups in which the behaviour is found. The Lead does not mention any extraneous information and remains concise, while including enough detail to introduce the reader to the topic.

Content

 * Guiding questions

 * Is the article's content relevant to the topic?
 * Is the content up-to-date?
 * Is there content that is missing or content that does not belong?

Content evaluation
I found that this article clearly communicated the intended information about the behavioural response. Content was well-explained in a simplified manner that made it easy to understand. Almost all of the information was relevant and useful, however a section was included at the end of the article under the heading 'Similar responses' which may be unnecessary, as this article is discussing only the Flehmen response. Most of the content seemed to come from reasonably recent sources, so it seems to be mostly up-to-date. There was only a single sentence included in the 'Discovery' section, so it may be useful to add more information about this, such as how the response was discovered, in what animal, and if or how the descriptions of the behaviour changed from when it was initially described to the later descriptions. Some extra examples in various parts of the article may be useful to support the points being made, for example in the Inter-species communication section under the 'Function' heading, where only a single example is mentioned.

Tone and Balance

 * Guiding questions

 * Is the article neutral?
 * Are there any claims that appear heavily biased toward a particular position?
 * Are there viewpoints that are overrepresented, or underrepresented?
 * Does the article attempt to persuade the reader in favor of one position or away from another?

Tone and balance evaluation
The article is written is a very neutral tone, and does not seem in any way to be biased or attempting to persuade the reader. Information is presented in a straightforward manner and does not seem to be expressing any opinions.

Sources and References

 * Guiding questions

 * Are all facts in the article backed up by a reliable secondary source of information?
 * Are the sources thorough - i.e. Do they reflect the available literature on the topic?
 * Are the sources current?
 * Check a few links. Do they work?

Sources and references evaluation
This article could be improved by adding more citations. For example, in both the Lead and 'Description' sections, no citations are included. This makes it difficult to verify if the description of the behaviour is correct. Therefore it would improve the integrity of the article if more citations were used throughout to support all claims made. A good number and variety of references are included in this article, which overall seem to be reliable and unbiased. There are many reasonably current sources, however most of the scientific journal articles referenced are older. It may be beneficial to search for any recent scientific articles on this topic, and to add some newer descriptions or findings if they exist. Most of the links direct the reader to the correct page, however a few were broken or did not lead directly to the source, for example numbers 11 and 14.

Organization

 * Guiding questions

 * Is the article well-written - i.e. Is it concise, clear, and easy to read?
 * Does the article have any grammatical or spelling errors?
 * Is the article well-organized - i.e. broken down into sections that reflect the major points of the topic?

Organization evaluation
I found this article to be well-written, clear, and easy to follow. Information was explained in a way that concisely communicated the important concepts in the article. Both the grammar and spelling in the article were good, and no errors were found. The article was well-organized and broken down into appropriate sections. However, I would suggest changing the title of the 'Mammals exhibiting' section to something more clear, such as 'Examples of mammals exhibiting the behaviour' or 'Examples of the behaviour in nature'. The 'Similar responses' section may not be necessary.

Images and Media

 * Guiding questions

 * Does the article include images that enhance understanding of the topic?
 * Are images well-captioned?
 * Do all images adhere to Wikipedia's copyright regulations?
 * Are the images laid out in a visually appealing way?

Images and media evaluation
This article includes a good variety of examples of animals displaying this behaviour, which aids the reader to understand the topic. It may be beneficial to add an image or diagram of the Jacobson's organ which is involved in the response to aid in comprehension of the mechanism. All images include clear captions, and seem to adhere to copyright regulations. The pictures are included in appropriate locations in the article.

Checking the talk page

 * Guiding questions

 * What kinds of conversations, if any, are going on behind the scenes about how to represent this topic?
 * How is the article rated? Is it a part of any WikiProjects?
 * How does the way Wikipedia discusses this topic differ from the way we've talked about it in class?

Talk page evaluation
The Talk page includes some brief suggested edits or additions to the article, however there doesn't seem to be any ongoing conversations. There are a few questions regarding relevance of some information or pictures, as well as requesting sources, but they do not seem to have been answered.The article is rated as C-Class and is part of WikiProject animals. This particular topic has not been discussed in class, however wikipedia editors make valid points about what should or should not be included in the article, and show the importance of critical thinking when creating an article.

Overall impressions

 * Guiding questions

 * What is the article's overall status?
 * What are the article's strengths?
 * How can the article be improved?
 * How would you assess the article's completeness - i.e. Is the article well-developed? Is it underdeveloped or poorly developed?

Overall evaluation
Overall, I would say this is a good article, although it can be improved. Its strengths include the clear and concise explanations of important topics, as well as good organization that makes it easy to follow. To improve the article, I would suggest the addition of more recent information from scientific studies or articles, and the addition of citations throughout the article to support all claims made. Revisions should be made to the references list to make sure all links direct the reader to the correct source. Extra examples to back up the concepts mentioned would be useful. This article is slightly underdeveloped, but with a few additions and some editing, I believe it would become very informative and complete.

Optional activity

 * Choose at least 1 question relevant to the article you're evaluating and leave your evaluation on the article's Talk page. Be sure to sign your feedback

with four tildes — ~

 * Link to feedback: Talk:Flehmen response

title: User:Ksilver19/Evaluate an Article


text:
Gervadius

Saint Gervadius (Garnat, Garnet, Gerardin, Gerardine, Gernard, Gernardius, Gervardius, Gervat) (d. ~934 AD) was an Irish saint. His feast day is celebrated on 8 November. He was an Irishman who established himself as a hermit in Scotland, near Kenedor (present day Kinneddar, Lossiemouth, Moray).

He may have emigrated to escape Viking raids in his native land. It is possible he may have been part of a Gaelic religious community that was present in Kinneddar in the 10th century, and who placed his cell in a cave in a rocky promontory to the east.

The early maps give reference to his having been there by naming the area Holyman's Head near Elgin. His cave became a place of pilgrimage right up to the Reformation and survived into the 19th century before being quarried out.

Legends
A legend states that he lit flaming torches at night to warn ships away from the dangerous rocks. Another states that once, when Gervadius needed wood to complete the construction of a church, he was miraculously assisted by a river, which washed timber down to where he was working. An alternate version states that the river brought him food. The Life of Gervadius states that he met with Anglo-Saxon soldiers sent by Athelstan in 934.

title: Gervadius


text:
User:Azad Yatri

Name:Azad Yatri Born:16-07-1888 Mumbai, Maharashta, India Career:Indian Unknown Actor Parents:Unknown Nationality:Indian Current:Mumbai, Maharashta, India Education:MBA Known For: Unknown

Azad Yatri The Best Actor Follow Social Media Facebook:Azad Yatri Instagram:azadyatritr

title: User:Azad Yatri


text:
Propaganda

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

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

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

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

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

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

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

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

Projects

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

title: Propaganda


text:
Wiktionary talk:Word of the day/October 22

This is an idom rather than a word, so surely should not qualify as a "Word of the day".

 * I agree - it isn't "term" of the day. Apparently, it still breaks the RSS feed, too.  --Connel MacKenzie 20:07, 22 October 2007 (UTC)


text:
Talk:Avraam Melnikov

External links modified
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Cheers.— InternetArchiveBot  (Report bug) 15:54, 22 October 2016 (UTC)

title: Talk:Avraam Melnikov


text:
Electronics Technicians Association

The Electronics Technicians Association, International, Inc. (doing business as ETA International) is a US-based not-for-profit 501(c)(6) trade association founded in 1978. The association provides certifications in industries such as basic electronics, fiber optics and data cabling, renewable energy, information technology, photonics and precision optics, customer service, biomedical, avionics, wireless communications, radar, and smart home. ETA is also one of the 12 COLEMs (Commercial Operator License Examination Manager) for U.S. Federal Communications Commission (FCC) testing. ETA works with technicians, educators, and military personnel. ETA also partners with companies such as Motorola Solutions to provide certification to their employees.

History
In 1965 the U.S. Labor Department, Bureau of Apprenticeship & Training (BAT) instigated a jobs program in cooperation with NEA (National Electronics Association). Local school systems, local TV association members and USDL worked together on an 8,000-hour apprenticeship program aimed at solving the labor shortage problem while finding new vocations for those put out of work by modern technology. This new program would reward trainees but would not cover experienced technicians. Because of this, the Certified Electronics Technician (CET) program was created.

In 1970 a group of technicians decided to form an organization to promote the CET program and the electronics industry as a whole. This organization would be a division of NEA called the International Society of Certified Electronics Technicians (ISCET).

In the mid-1970s NEA and an organization called NATESA merged to form the National Electronic Service Dealers Association (NESDA) with ISCET remaining as a division. Due to a power struggle within the organization, ETA was incorporated in Indiana on November 14, 1978 by a group of former NESDA members and officers. Among those were Richard "Dick" Glass and Ron Crow, two of the original founders of the CET program and the only administrators at that time. This made it easy to continue the CET program with the newly formed organization. Their goal was to create an association that represented the technician instead of the dealer.

In 1993 ETA became a COLEM for the FCC Commercial Radio License program and offers professionals the chance to sit for seven different FCC commercial licenses at ETA test sites including the general radiotelephone operator license.

In 2004, ETA helped create the Certified Service Center (CSC) program whose mission is to encourage professionalism with the service industry. The Certified Service Center designation is presented to those service facilities that show they have a percentage of technicians and service managers certified, utilize a code of conduct, provide a service warranty and insurance coverage, adhere to zoning laws, use industry-approved equipment, and provide a clean and accessible facility.

From the 1980s to the present, ETA has continued to expand their certification offerings to fill knowledge and skills assessment gaps in technology. ETA works with many different educators, businesses, and trainers to create vendor-neutral accredited certifications. ETA certifications are used by many different sectors including secondary and post-secondary schools, training businesses, corporations, government agencies, and the U.S. military.

Certifications
ETA offers certifications in various knowledge areas, but does not offer courses or training in these areas. ETA does, however, offer endorsements of courses offered through educational institutions through their Course Approval program. Maintenance or renewal of certifications is required to keep in line with the ISO-17024 standards. Most certifications are good for four years.

Basic electronics certifications

 * Associate Certified Electronics Technician (CETa) (designated as CESa in Canada)
 * Basic Systems Technician (BST)
 * Electronics Modules (EM1-5)
 * Student Electronics Technician (SET)

Biomedical

 * Biomedical Electronics Technician (BET)
 * Biomedical Imaging Equipment Technician (BIET)

Communications

 * 5G Technician (5GT)
 * Certified Satellite Installer (CSI)
 * Antenna
 * C and KU Band
 * Commercial
 * SMATV
 * Distributed Antenna Systems (DAS)
 * General Communications Technician - Level 1 (GCT1)
 * General Communications Technician - Level 2 (GCT2)
 * Line and Antenna Sweep (LAS)
 * Microwave Radio Technician (MRT)
 * Mobile Communications and Electronics Installer (MCEI)
 * Passive Intermodulation Testing (PIM)
 * Practical Antenna Basics (PAB)
 * RF Interference Mitigation (RFIM)
 * Advanced RF Interference Mitigation (AIM)
 * Radar (RAD)
 * Telecommunications (TCM)
 * Wireless Communications (WCM)

Fiber optics and data cabling

 * Data Cabling Installer (DCI)
 * Fiber Optics/Copper Integration Technician-Outside Plant (FCI-OSP)
 * Fiber Optics Installer (FOI)
 * Fiber Optics Technician (FOT)
 * Fiber Optics Technician-Inside Plant (FOT-ISP)
 * Fiber Optics Technician-Outside Plant (FOT-OSP)
 * Fiber To Any Antenna (FTAA)
 * Fiber Optics Designer (FOD)
 * Termination and Testing Technician (TTT)
 * ETA Aerospace-based Fiber Optics Certifications
 * ARINC Fiber Optics Fundamentals Professional (AFOF)
 * ARINC Fiber Optics Installer (AFI)
 * ARINC Fiber Optics Technician (AFT)
 * Fiber Optics Evaluation & Endface Cleaning (FEEC)
 * SAE Fiber Optics Fabricator (SFF) and SAE-ARINC Fiber Optics Fabricator (SAFF)

Information technology

 * Computer Service Technician (CST)
 * Information Technology Security (ITS)
 * Network Computer Technician (NCT)
 * Network Systems Technician (NST)
 * Wireless Networking Technician (WNT)

Photonics and precision optics

 * Photonics Technician Operator (PTO)
 * Photonics Technician Specialist (PTS)
 * Specialist in Precision Optics (SPO)
 * Technician in Precision Optics (TPO)

Renewable energy

 * Electric Vehicle Technician (EVT)
 * Photovoltaic Installer - Level 1 (PVI1)
 * Photovoltaic Installer/Designer (PV2)
 * Photovoltaic Solar Selling (PVSS)
 * Small Wind Installer (SWI)

Smart home

 * Certified Alarm-Security Technician (CAST)
 * Electronic Security Networking Technician (ESNT)
 * Smart Technology Systems (STS)
 * Audio-Video (AV) endorsement
 * Computer Networking (CN) endorsement
 * Environmental Controls (EC) endorsement
 * Security-Surveillance (SS) endorsement
 * Smart Technology Systems Master Integrator (STSmi)

Workforce readiness

 * Certified Service Manager (CSM)
 * Customer Service Specialist (CSS)

Additional certifications

 * Audio-Video Forensic Analyst (AVFA)
 * Avionics (AVN)
 * Commercial Audio Technician (CAT)
 * Digital Video Editor (DVE)
 * Gaming & Vending Technician (GVT)
 * Industrial Electronics (IND)
 * Radio Frequency Identification Technical Specialist (RFID)

Levels of certification

 * Associate Electronics Technician (CETa) (designated as CESa in Canada)
 * The Associate Electronics Technician exam is a certification of entry-level electronics professional knowledge to include not only electronics but also safety, record keeping and professionalism. The CETa is good for four years by itself and can be renewed without a journeyman certification. The CETa was changed in November 2013 to allow renewal on a four year basis.

 * Journeyman Certified Electronics Technician (CET) (designated as CES in Canada)
 * To attain the CET, ETA requires the candidate to pass the CETa exam and a qualifying Journeyman Certification Option. The CET is good for four years and can be renewed by retesting or demonstrating 40 hours of upgrade electronics training.

 * Senior Certified Electronics Technician (CETsr) (designated as CESsr in Canada)
 * The Senior Certified Electronics Technician is an upgrade to the Journeyman CET. It requires six-years work experience and an 85% passing score on the CET exam.

 * Certified Electronics Technician Master Specialty (CETms) (designated as CESms in Canada)
 * The ETA Certified Electronics Technician Master Specialty (CETms) certification is designed for any professional with four or more certifications in areas such as fiber optics, information technology, RF communications, and telecommunications.

 * Master Certified Electronics Technician (CETma) (designated as CESma in Canada)
 * A technician with six or more years combined work and electronics training may be eligible for the ETA Master Certified Electronics Technician (CETma) certification. The Master certification was created to showcase those technicians who are able to demonstrate proficiency in the many fields of electronics.

Accreditation
All technical certifications are accredited by the International Certification Accreditation Council (ICAC) and align with the ISO-17024 standard. Independent audits are conducted on a regular basis to ensure compliance.

Membership
Membership is open to anyone who is involved in one of the industries ETA serves. Membership allows voting rights for such things as biannual officer elections and service awards as well as by-law changes and other association business. ETA offers six types of membership for educators, professionals, technicians, and students. Each membership includes an subscription to the High Tech News, ETA's bi-monthly membership magazine.

title: Electronics Technicians Association